Prvi dan v šoli

Povzetek

Ključne besede

Podatki

Jezik:	Slovenski jezik
Leto izida:	2012
Izvor:	Ljubljana
Tipologija:	2.11 - Diplomsko delo
Organizacija:	UL PEF - Pedagoška fakulteta
Založnik:	[P. Miklič]
UDK:	373.3:37.013.42(043.2)
COBISS:	9315145
Št. ogledov:	456
Št. prenosov:	64
Ocena:	0 (0 glasov)
Metapodatki:

Ostali podatki

Sekundarni jezik:	Angleški jezik
Sekundarni naslov:	The first day in the primary school
Sekundarni povzetek:	In last decade there have been various educational reforms in our country, which tried to motivate teachers to educate, change learning practices and to find good solutions. Given that entry to the primary school, and therefore the first school day, is an important turning point in the life of everyone, a day where parents and children meet as a family, together with the school and teachers. On different schools they prepare for first school day in different ways, but always thoroughly and responsibly. Given that there are no uniform guidelines ultimately the autonomy is left to the schools, which decide on implementation of content and forms. Schools are using innovative and well-argued, interesting ways, in which they want to lay the foundations of good family cooperation, both with parents and with children, i.e. students, bring school and children closer together and to uncover their talents and abilities. In my research I wanted to get to know the extent to which planned and thoughtful course of first school day impacts students, teachers, classroom climate, parents and ultimately the school. I was interested in how teachers plan the first day of school and which information about prospective students helps them in planning first school day. I was also wondering where they see benefits in thoroughly planed first school day and to put their knowledge in the concept of social pedagogy. I conducted a qualitative study using semi-structured interview, where I interviewed three teachers who are working in first grade of primary school. Through research I found that interviewees introduce new forms of cooperation with children and parents, analyze earlier forms and look for new and better examples of practices but are using very similar approaches, they think likewise. Then I compared their insights with the social teaching doctrine.
Sekundarne ključne besede:	entry to school;parent-teacher relation;educational guidance;vstop v šolo;odnos med starši in učiteljem;šolsko svetovanje;
Vrsta datoteke:	application/pdf
Vrsta dela (COBISS):	Diplomsko delo
Komentar na gradivo:	Univ. Ljubljana, Pedagoška fak., Socialna pedagogika
Strani:	92 f.
Vrsta dela (ePrints):	thesis
Naslov (ePrints):	The first day in the primary school
Ključne besede (ePrints):	učitelj
Ključne besede (ePrints, sekundarni jezik):	teacher
Povzetek (ePrints):	V slovenski osnovni šoli potekajo različne šolske reforme, ki z uvajanjem novosti v zadnjem desetletju motivirajo učitelje k izobraževanju in spreminjanju pedagoških praks in iskanju dobrih rešitev. Vstop v šolo, torej prvi šolski dan, je pomembna prelomnica v življenju vsakega in se na njej srečajo otroci in starši kot družina skupaj s šolo in učitelji. Na šolah se na različne načine, vendar odgovorno pripravljajo na prvi šolski dan. Čeprav ni enotne usmeritve in je šolam prepuščena avtonomija glede izvedbe vsebin in oblik, se šole tega lotevajo na inovativne in predvsem argumentirane, zanimive načine, s katerimi želijo postaviti temelje dobrega sodelovanja z družino, se pravi tako s starši kot z otroki, se pravi učenci. Otrokom želijo približati šolo in odkriti v njih različne talente in sposobnosti. V svoji raziskavi sem želela pobliže spoznati, v kolikšni meri načrtovan in premišljen potek prvega šolskega dne vpliva na učence, učitelje, razredno klimo, starše in ne nazadnje tudi šolo. Zanimalo me je, kako učitelji načrtujejo prvi šolski dan in katere informacije o bodočih učencih jim koristijo pri načrtovanju prvega šolskega dne. Zanimalo me je tudi, kje vidijo prednosti tako načrtovanega dne ter njihova spoznanja umestiti v socialno pedagoški koncept. Kvalitativno raziskavo sem izvedla s pomočjo polstrukturiranega intervjuja, s katerim sem intervjuvala tri učiteljice, ki so zaposlene v osnovni šoli v prvem razredu. S pomočjo raziskave sem ugotovila, da intervjuvanke vnašajo nove oblike sodelovanja z otroki in starši, analizirajo prejšnje in iščejo nove ter boljše primere prakse in pri tem uporabljajo zelo podobne pristope, sorodno razmišljajo. Njihova spoznanja sem primerjala s socialno pedagoško doktrino.
Povzetek (ePrints, sekundarni jezik):	In last decade there have been various educational reforms in our country, which tried to motivate teachers to educate, change learning practices and to find good solutions. Given that entry to the primary school, and therefore the first school day, is an important turning point in the life of everyone, a day where parents and children meet as a family, together with the school and teachers. On different schools they prepare for first school day in different ways, but always thoroughly and responsibly. Given that there are no uniform guidelines ultimately the autonomy is left to the schools, which decide on implementation of content and forms. Schools are using innovative and well-argued, interesting ways, in which they want to lay the foundations of good family cooperation, both with parents and with children, i.e. students, bring school and children closer together and to uncover their talents and abilities. In my research I wanted to get to know the extent to which planned and thoughtful course of first school day impacts students, teachers, classroom climate, parents and ultimately the school. I was interested in how teachers plan the first day of school and which information about prospective students helps them in planning first school day. I was also wondering where they see benefits in thoroughly planed first school day and to put their knowledge in the concept of social pedagogy. I conducted a qualitative study using semi-structured interview, where I interviewed three teachers who are working in first grade of primary school. Through research I found that interviewees introduce new forms of cooperation with children and parents, analyze earlier forms and look for new and better examples of practices but are using very similar approaches, they think likewise. Then I compared their insights with the social teaching doctrine.
Ključne besede (ePrints, sekundarni jezik):	teacher
ID:	8310577