Problemi pri timskem delu specialnih pedagogov in učiteljev ter strategije njihovega reševanja

Povzetek

Ključne besede

Podatki

Jezik:	Slovenski jezik
Leto izida:	2012
Izvor:	Ljubljana
Tipologija:	2.11 - Diplomsko delo
Organizacija:	UL PEF - Pedagoška fakulteta
Založnik:	[J. Ducman]
UDK:	376:37.091.312(043.2)
COBISS:	9134921
Št. ogledov:	1475
Št. prenosov:	187
Ocena:	0 (0 glasov)
Metapodatki:

Ostali podatki

Sekundarni jezik:	Angleški jezik
Sekundarni naslov:	Problems encountered at team work of special and rehabilitation pedagogues and teachers and the strategies to resolve them
Sekundarni povzetek:	Teamwork of different experts enables children with special needs to gain appropriate medical care, which they need according to their disorders, obstacles, and deficits. Teamwork of special education teachers and teacher of children with special needs is especially important in regular primary school system because it contributes to successful integration of children with special needs in the classroom. We meet different problems with teamwork. Therefore, it is important that co-workers in a team perceive them on time and solve them regularly. In the diploma thesis, we analyze the most frequent problems in the team of special education teachers and teachers who work with children with special needs in the primary school. We are interested in their strategies of solving problems and their evaluation of quality of their own teamwork. The empirical research in the diploma work is a study of section; for collecting of data, we have used a questionnaire. The research sample included 351 respondents: 130 special education teachers and 221 teachers that work with children with special needs. We have done processing the data from the questionnaires’ closed questions with a help of the statistic programme named SPSS and the opened questions with the descriptive statistics. We have found out that the most frequent problem to special teachers in the team with teachers presents timing among team members and lack of expert knowledge of teachers about children with special needs. It is interesting that the special education teachers when working notice most problems statistically more frequent than teachers. When facing problems in the team, respondents most frequently use the strategy of confrontation, which belongs to constructive strategies of solving problems in the team. The differences are shown in the frequency of using non-constructive strategies that teachers use statistically more often than special education teachers. Evaluation of their own quality teamwork is very different between special education teachers and teachers. Special education teachers evaluate it as non-quality, teachers as quality. It is important to be aware of the meaning of unification in teams that the English word team presents (Together Everyone Achieves More).
Sekundarne ključne besede:	special school teacher;backward child;primary school;specialni pedagog;otrok s posebnimi potrebami;osnovna šola;
Vrsta datoteke:	application/pdf
Vrsta dela (COBISS):	Diplomsko delo
Komentar na gradivo:	Univ. Ljubljana, Pedagoška fak., Specialna in rehabilitacijska pedagogika
Strani:	94 f., [7] f. pril.
Vrsta dela (ePrints):	thesis
Naslov (ePrints):	Problems encountered at team work of special and rehabilitation pedagogues and teachers and the strategies to resolve them
Ključne besede (ePrints):	timsko delo
Ključne besede (ePrints, sekundarni jezik):	teamwork
Povzetek (ePrints):	Timsko delo različnih strokovnjakov omogoča otrokom s posebnimi potrebami pridobiti ustrezno strokovno pomoč, ki jo potrebujejo glede na njihove motnje, ovire in primanjkljaje. Timsko delo specialnih pedagogov in učiteljev otrok s posebnimi potrebami je v redni osnovni šoli še posebej pomembno, saj prispeva k uspešni integraciji otrok s posebnimi potrebami v razred. Pri timskem delu se srečujemo z različnimi problemi, zato je pomembno, da jih sodelavci v timu zaznavajo pravočasno in rešujejo sproti. V diplomskem delu analiziramo najpogostejše probleme v timu specialnih pedagogov in učiteljev, ki delajo z otroki s posebnimi potrebami v osnovni šoli. Zanimajo nas njihove strategije za reševanje problemov in njihovo vrednotenje kakovosti lastnega timskega dela. Empirično raziskovanje v diplomskem delu je študija prereza, za zbiranje podatkov pa smo uporabili anketni vprašalnik. V raziskovalni vzorec je vključenih 351 anketirancev, od tega 130 specialnih pedagogov in 221 učiteljev, ki delajo tudi z otroki s posebnimi potrebami. Obdelavo podatkov iz anketnih vprašalnikov smo pri vprašanjih zaprtega tipa opravili s pomočjo statističnega programa SPSS, pri vprašanjih odprtega tipa pa z opisno statistiko. Ugotovili smo, da predstavlja specialnim pedagogom najpogostejši problem v timu z učitelji časovno usklajevanje med člani tima in pomanjkljivo strokovno znanje učiteljev o otrocih s posebnimi potrebami. Zanimivo je, da pri timskem delu zaznavajo specialni pedagogi večino problemov v anketnem vprašalniku statistično pomembno pogosteje kot učitelji. Pri soočanju s problemi v timu uporabljajo anketiranci najpogosteje strategijo konfrontacije, ki spada med konstruktivne strategije reševanja problemov v timu, razlike pa se kažejo v pogostosti uporabe nekonstruktivnih strategij, saj jih uporabljajo učitelji statistično pogosteje kot specialni pedagogi. Vrednotenje kakovosti lastnega timskega dela je pri specialnih pedagogih in učiteljih zelo različno; specialni pedagogi ga pogosteje ocenjujejo kot nekakovostno, učitelji pa kot kakovostno. Pomembno se je zavedati smisla združevanja v time, ki ga ponazarja že sama angleška beseda za tim – team (Together Everyone Achieve More), oziroma skupaj dosežemo več kot vsak sam.
Povzetek (ePrints, sekundarni jezik):	Teamwork of different experts enables children with special needs to gain appropriate medical care, which they need according to their disorders, obstacles, and deficits. Teamwork of special education teachers and teacher of children with special needs is especially important in regular primary school system because it contributes to successful integration of children with special needs in the classroom. We meet different problems with teamwork. Therefore, it is important that co-workers in a team perceive them on time and solve them regularly. In the diploma thesis, we analyze the most frequent problems in the team of special education teachers and teachers who work with children with special needs in the primary school. We are interested in their strategies of solving problems and their evaluation of quality of their own teamwork. The empirical research in the diploma work is a study of section; for collecting of data, we have used a questionnaire. The research sample included 351 respondents: 130 special education teachers and 221 teachers that work with children with special needs. We have done processing the data from the questionnaires’ closed questions with a help of the statistic programme named SPSS and the opened questions with the descriptive statistics. We have found out that the most frequent problem to special teachers in the team with teachers presents timing among team members and lack of expert knowledge of teachers about children with special needs. It is interesting that the special education teachers when working notice most problems statistically more frequent than teachers. When facing problems in the team, respondents most frequently use the strategy of confrontation, which belongs to constructive strategies of solving problems in the team. The differences are shown in the frequency of using non-constructive strategies that teachers use statistically more often than special education teachers. Evaluation of their own quality teamwork is very different between special education teachers and teachers. Special education teachers evaluate it as non-quality, teachers as quality. It is important to be aware of the meaning of unification in teams that the English word team presents (Together Everyone Achieves More).
Ključne besede (ePrints, sekundarni jezik):	teamwork
ID:	8308856