Stališča osnovnošolskih učiteljev do vzgoje in izobraževanja nadarjenih učencev

Povzetek

Ključne besede

Podatki

Jezik:	Slovenski jezik
Leto izida:	2011
Izvor:	Ljubljana
Tipologija:	2.11 - Diplomsko delo
Organizacija:	UL PEF - Pedagoška fakulteta
Založnik:	[A. Klobučar]
UDK:	159.924(043.2)
COBISS:	9087305
Št. ogledov:	984
Št. prenosov:	400
Ocena:	0 (0 glasov)
Metapodatki:

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Sekundarni jezik:	Angleški jezik
Sekundarni naslov:	Attitudes of primary school teachers on the education and training of gifted pupils
Sekundarni povzetek:	In the course of their work, teachers often come across gifted pupils. According to the White Paper of Education in the Republic of Slovenia (2011), gifted children are defined with national criteria as high-above average pupils and represent less than 10 per cent of the population. Their superiority is measured according to the achievements of those pupils in the intellectual, creative, learning (language, mathematics, social sciences, science and technology), artistic (music, art, drama, literature) and kinaesthetic or sports areas. Gifted pupils need to be treated as an independent group of pupils with special potentials or achievements in the area of learning, therefore, justifying individualized adaptations in the sphere of primary and secondary education. Working with gifted pupils, a teacher is required to use different strategies, which will encourage the gifted and help them develop their potentials. Only by means of the adapted educational work, gifted students can develop into healthy and creative individuals, affecting the evolution of the society as a whole. A teacher’s expertise in dealing with the gifted is influenced by his/ her attitude to the gifted and to his/her work alike. Since their views on teaching the gifted strongly affect the teacher’s work, the topic is specified and closely studied in the thesis. The main purpose of my study was to discover teachers’ attitudes towards training and educating the gifted pupils. For this reason, I have carried out an empirical research including 80 primary school teachers. I was interested whether there are any differences in the teachers’ views due to their years of service, the class they teach, the gender and their pedagogical experience with gifted pupils. I also wanted to find out if there are any links among specific groups of the attitudes studied. I have realised, by means of the research, that there are no great differences in different attitudes of the teachers according to the variables measured (gender, years of service, class, experience in teaching the gifted). It is true that primary school male teachers give a slightly stronger support to differentiation and acceleration of the gifted than their female colleagues, but there were statistically no great differences according to the period of time they have been teaching and their pedagogical experience. The results equally show that teachers working with teenagers are much more aware of the social value of the gifted pupils than teachers working with younger children. Finally, I have discovered the weak to moderately strong links among specific groups of teachers’ attitudes to teaching and educating gifted pupils.
Sekundarne ključne besede:	gifted;teacher role;attitude;nadarjeni;vloga učitelja;stališče;
Vrsta datoteke:	application/pdf
Vrsta dela (COBISS):	Diplomsko delo
Komentar na gradivo:	Univ. Ljubljana, Pedagoška fak., Razredni pouk
Strani:	IX, 75 str.
Vrsta dela (ePrints):	thesis
Naslov (ePrints):	Attitudes of primary school teachers on the education and training of gifted pupils
Ključne besede (ePrints):	nadarjeni učenci
Ključne besede (ePrints, sekundarni jezik):	gifted pupils
Povzetek (ePrints):	Učitelji se pri svojem delu pogosto srečujejo z nadarjenimi učenci. V Beli knjigi o vzgoji in izobraževanju v Republiki Sloveniji (2011) je zapisano, da so nadarjeni otroci po določenih nacionalnih kriterijih visoko nadpovprečni učenci in jih je v populaciji do 10 %. Nadpovprečnost se ocenjuje glede na dosledne dosežke teh učencev na intelektualnem, ustvarjalnem, učnem (jezikovnem, matematičnem, družboslovnem, naravoslovnem, tehniškem), umetniškem (glasbenem, likovnem, dramskem, literarnem …) in telesno-gibalnem oziroma športnem področju. Nadarjene učence je treba obravnavati kot samostojno skupino učencev, ki ima na področju učenja izjemne potenciale oziroma dosežke, ki upravičujejo individualizirane prilagoditve v okviru osnovnega in srednjega šolanja. Pri delu z nadarjenimi učenci se od učitelja zahteva drugačne strategije dela v razredu, takšne, ki bodo spodbujale nadarjene in jim pomagale razviti njihove potenciale. Le s prilagojenim vzgojno-izobraževalnim delom se nadarjeni lahko razvijejo v zdrave in ustvarjalne osebe, ki bodo vplivale na razvoj celotne družbe. Na učiteljevo strokovnost pri vzgojno-izobraževalnem delu z nadarjenimi pa vplivajo tudi njegova stališča, ki jih ima do nadarjenih učencev in vzgojno-izobraževalnega dela z njimi. Ker stališča pomembno vplivajo na učiteljevo delo z nadarjenimi učenci, sem to temo podrobneje opredelila in raziskala v diplomskem delu. Osrednji namen mojega raziskovanja je bil ugotoviti, kakšna so stališča učiteljev do vzgoje in izobraževanja nadarjenih učencev. V ta namen sem izvedla empirično raziskavo, v kateri je sodelovalo 80 osnovnošolskih učiteljev predmetne in razredne stopnje. Zanimalo me je, ali se pojavljajo razlike med učitelji glede na njihovo delovno dobo, razred, ki ga poučujejo, glede na spol in glede na pedagoške izkušnje, ki jih imajo z nadarjenimi učenci na področjih stališč, ki sem jih preučevala. Zanimalo me je tudi, ali se pojavljajo kakšne povezave med določenimi skupinami preučevanih stališč. S pomočjo raziskave sem ugotovila, da večjih razlik v različnih stališčih do vzgoje in izobraževanja nadarjenih med učitelji glede na merjene spremenljivke (spol, delovna doba, razred, izkušnje s poučevanjem nadarjenih) ni. Osnovnošolski učitelji sicer bolj podpirajo diferenciacijo in akceleracijo nadarjenih učencev kot učiteljice, statistično pomembne razlike pa se v stališčih med učitelji glede na njihovo delovno dobo in pedagoške izkušnje niso potrdile. Raziskovalni rezultati kažejo tudi, da se učitelji predmetne stopnje bistveno bolj zavedajo pomena družbene vrednosti nadarjenih učencev kot učitelji, ki poučujejo na razredni stopnji. Prav tako sem z raziskavo ugotovila šibke do srednje močne povezave med določenimi skupinami stališč učiteljev do vzgoje in izobraževanja nadarjenih učencev.
Povzetek (ePrints, sekundarni jezik):	In the course of their work, teachers often come across gifted pupils. According to the White Paper of Education in the Republic of Slovenia (2011), gifted children are defined with national criteria as high-above average pupils and represent less than 10 per cent of the population. Their superiority is measured according to the achievements of those pupils in the intellectual, creative, learning (language, mathematics, social sciences, science and technology), artistic (music, art, drama, literature) and kinaesthetic or sports areas. Gifted pupils need to be treated as an independent group of pupils with special potentials or achievements in the area of learning, therefore, justifying individualized adaptations in the sphere of primary and secondary education. Working with gifted pupils, a teacher is required to use different strategies, which will encourage the gifted and help them develop their potentials. Only by means of the adapted educational work, gifted students can develop into healthy and creative individuals, affecting the evolution of the society as a whole. A teacher’s expertise in dealing with the gifted is influenced by his/ her attitude to the gifted and to his/her work alike. Since their views on teaching the gifted strongly affect the teacher’s work, the topic is specified and closely studied in the thesis. The main purpose of my study was to discover teachers’ attitudes towards training and educating the gifted pupils. For this reason, I have carried out an empirical research including 80 primary school teachers. I was interested whether there are any differences in the teachers’ views due to their years of service, the class they teach, the gender and their pedagogical experience with gifted pupils. I also wanted to find out if there are any links among specific groups of the attitudes studied. I have realised, by means of the research, that there are no great differences in different attitudes of the teachers according to the variables measured (gender, years of service, class, experience in teaching the gifted). It is true that primary school male teachers give a slightly stronger support to differentiation and acceleration of the gifted than their female colleagues, but there were statistically no great differences according to the period of time they have been teaching and their pedagogical experience. The results equally show that teachers working with teenagers are much more aware of the social value of the gifted pupils than teachers working with younger children. Finally, I have discovered the weak to moderately strong links among specific groups of teachers’ attitudes to teaching and educating gifted pupils.
Ključne besede (ePrints, sekundarni jezik):	gifted pupils
ID:	8308764