Mnenja učiteljev/učiteljic razrednega pouka o svoji zmožnosti govornega nastopanja

Povzetek

Ključne besede

Podatki

Jezik:	Slovenski jezik
Leto izida:	2013
Izvor:	Ljubljana
Tipologija:	2.11 - Diplomsko delo
Organizacija:	UL PEF - Pedagoška fakulteta
Založnik:	[M. Kocbek]
UDK:	808:37.091.32(043.2)
COBISS:	9855817
Št. ogledov:	1274
Št. prenosov:	203
Ocena:	0 (0 glasov)
Metapodatki:

Ostali podatki

Sekundarni jezik:	Angleški jezik
Sekundarni naslov:	Primary school teachers opinions on their speech performance abilities
Sekundarni povzetek:	Because every primary school teacher meets speaking performances at his work, is the reason why I have researched in my degree thesis the teachers opinion about their speech performance abilities with a survey where 102 teachers participated. I have compared the gained data among primary school teachers with different years of service, primary school teachers from Ljubljana and Pomurje and also teachers who studied at different faculties of education. Teachers prepare themselves for speaking performances up to 30 minutes. At lessons teachers mostly use speeches based on starting points or free speeches without a record but with mental preparation. At additional activities outside lessons, teachers mostly use speeches based on starting points and at least they use speeches without any mental preparation. The results also evidently show that teachers mostly use a blackboard and an interactive board as their main accessories. Differences appear between teachers from Ljubljana and Pomurje in usage of accessories and also at the analysis of the speaking performance. Teachers from Ljubljana less often do the analysis of the speaking performance than teachers from Pomurje do. There are no differences at speaking performance at additional activities. After the speaking performance teachers do the analysis by asking somebody to listen to them and then evaluate them. Most of primary school teachers evaluate themselves as average speakers. There are no differences between teachers regarding which mistakes they made during the speaking performance at additional activities. Mistakes appear at lessons with teachers who went to different faculties regarding the movement in the working space and keeping the eye contact. Differences with keeping eye contact also appear with teachers from Ljubljana and Pomurje. Stage fright mostly appears sometimes before the speaking performance at additional activities and rarely during the performance. Stage fright mostly does not appear before and during the speaking performance at lessons. Differences for stage fright during the speaking at the additional activities appear between teachers from Ljubljana and Pomurje. The results have shown that there is no difference in which part of the lesson the teachers perform, if they had any additional training after their graduation and that they mostly use literary spoken language than literary written language.
Sekundarne ključne besede:	speech;teacher;govor;učitelj;
Vrsta datoteke:	application/pdf
Vrsta dela (COBISS):	Diplomsko delo
Strani:	152 f.
Vrsta dela (ePrints):	thesis
Naslov (ePrints):	Primary school teachers opinions on their speech performance abilities
Ključne besede (ePrints):	govorni nastop
Ključne besede (ePrints, sekundarni jezik):	speaking performance
Povzetek (ePrints):	Ker učitelji razrednega pouka pri pouku tudi govorno nastopajo, sem v diplomskem delu raziskovala, kakšno mnenje imajo o svoji zmožnosti govornega nastopanja, in sicer sem pisno anketirala 102 učitelja. Dobljene podatke sem primerjala med učitelji z različnim številom let delovne dobe, učitelji iz Ljubljane in Pomurja ter učitelji, ki so študirali na različnih slovenskih pedagoških fakultetah. Na govorni nastop se učitelji pripravljajo, in sicer do 30 minut. Pri pouku učitelji najpogosteje govorijo na podlagi opornih točk ali prosto brez zapisa, a z miselno pripravo, pri dodatnih dejavnostih zunaj pouka pa uporabljajo predvsem govor na podlagi opornih točk, najmanjkrat pa govor brez poprejšnje miselne priprave. Iz rezultatov je razvidno tudi, da učitelji od pripomočkov najpogosteje uporabljajo tablo in interaktivno tablo. Med učitelji iz Ljubljane in Pomurja se kažejo razlike glede uporabe pripomočkov, prav tako se med njimi pojavljajo razlike glede analize govornega nastopanja pri pouku. Učitelji iz Ljubljane po govornem nastopu pri pouku manjkrat naredijo analizo govornega nastopa kot učitelji iz Pomurja. Razlik glede analize govornega nastopa pri dodatnih dejavnostih ni. Po govornem nastopu učitelji opravijo analizo tako, da prosijo nekoga, da jih posluša in nato oceni. Večina razrednih učiteljev se ima za povprečnega govornika. Pri učiteljih ni razlik glede tega, katere napake delajo med govornim nastopanjem pri dodatnih dejavnostih. Pri pouku se pojavljajo napake pri učiteljih, ki so obiskovali različne pedagoške fakultete, glede gibanja po prostoru in pri vzdrževanju očesnega stika. Razlike glede vzdrževanja očesnega stika so tudi pri učiteljih iz Ljubljane in Pomurja. Trema se učiteljem najpogosteje pojavi včasih pred govornim nastopanjem v dejavnostih zunaj pouka, med govornim nastopom pa redko. Pred govornim nastopanjem in med govornim nastopanjem pri pouku se trema pri učiteljih najpogosteje ne pojavi. Razlike glede treme med govornim nastopanjem pri dodatnih dejavnostih se pojavljajo pri učiteljih iz Ljubljane in Pomurja. Izsledki so pokazali, da med učitelji ni razlik glede tega, v katerem delu učne ure govorno nastopajo, ali so se na področju govornega nastopanja izobraževali še po končanem dodiplomskem študiju, da pri govornem nastopanju uporabljajo pogosteje knjižni pogovorni jezik kot pa knjižni zborni jezik.
Povzetek (ePrints, sekundarni jezik):	Because every primary school teacher meets speaking performances at his work, is the reason why I have researched in my degree thesis the teachers opinion about their speech performance abilities with a survey where 102 teachers participated. I have compared the gained data among primary school teachers with different years of service, primary school teachers from Ljubljana and Pomurje and also teachers who studied at different faculties of education. Teachers prepare themselves for speaking performances up to 30 minutes. At lessons teachers mostly use speeches based on starting points or free speeches without a record but with mental preparation. At additional activities outside lessons, teachers mostly use speeches based on starting points and at least they use speeches without any mental preparation. The results also evidently show that teachers mostly use a blackboard and an interactive board as their main accessories. Differences appear between teachers from Ljubljana and Pomurje in usage of accessories and also at the analysis of the speaking performance. Teachers from Ljubljana less often do the analysis of the speaking performance than teachers from Pomurje do. There are no differences at speaking performance at additional activities. After the speaking performance teachers do the analysis by asking somebody to listen to them and then evaluate them. Most of primary school teachers evaluate themselves as average speakers. There are no differences between teachers regarding which mistakes they made during the speaking performance at additional activities. Mistakes appear at lessons with teachers who went to different faculties regarding the movement in the working space and keeping the eye contact. Differences with keeping eye contact also appear with teachers from Ljubljana and Pomurje. Stage fright mostly appears sometimes before the speaking performance at additional activities and rarely during the performance. Stage fright mostly does not appear before and during the speaking performance at lessons. Differences for stage fright during the speaking at the additional activities appear between teachers from Ljubljana and Pomurje. The results have shown that there is no difference in which part of the lesson the teachers perform, if they had any additional training after their graduation and that they mostly use literary spoken language than literary written language.
Ključne besede (ePrints, sekundarni jezik):	speaking performance
ID:	8311861