razlike med mestnimi in podeželskimi osnovnimi šolami
Jasmina Jerkovič (Avtor), Tina Vršnik Perše (Mentor)

Povzetek

Današnji svet je poln številnih različnih družb in kultur. Tudi ljudje smo si med seboj različni. Na podlagi teh različnosti se predsodki lahko razvijejo zelo hitro. Zato težko rečemo, da v današnjem svetu nestrpnosti ni ter da predsodki ne obstajajo. Slovenija ima, tako kot druge države, svojo zgodovino priseljevanja drugih narodov, ki se vključujejo v slovensko okolje, njihovi otroci pa v slovenski vzgojno-izobraževalni sistem. V šolski prostor se tako vključujejo učenci, ki prihajajo iz drugih držav in iz drugega kulturnega prostora, zato je izredno pomembno, da vzgojno-izobraževalne institucije ter zaposleni v njih težijo k enakovrednemu obravnavanju vseh učencev. Namen magistrskega dela je bil raziskati, kako se izvaja vključevanje otrok priseljencev v slovenske osnovne šole, ter ugotoviti, ali pri tem obstaja razlika med mestnimi in podeželskimi osnovnimi šolami v Sloveniji. Pri tem so bile osnova raziskovalnega dela magistrske naloge Smernice za vključevanje otrok priseljencev v vrtce in šole (2011), ki jih je izdal Zavod Republike Slovenije za šolstvo. Z anketnim vprašalnikom, ki smo ga poslali strokovnim delavcem, zaposlenim v svetovalnih službah na osnovnih šolah v Sloveniji, smo raziskali, koliko in do katere mere svetovalne službe v osnovnih šolah poznajo naveden dokument, kako pogosto se z njim srečujejo in ali pri vključevanju otrok priseljencev dokument uporabljajo kot pomoč. Ugotavljali smo tudi, s katero dokumentacijo si pri vključevanju otrok priseljencev še pomagajo. Ob tem smo prav tako raziskali, če obstaja razlika pri vključevanju otrok priseljencev med mestnimi in podeželskimi osnovnimi šolami. Rezultati so pokazali, da večina anketiranih dokument sicer pozna natančno ali delno, vendar ga kot pomoč v določenih primerih dejansko uporablja le približno polovica. Ugotovili smo tudi, da razlike pri uspešnem vključevanju učencev priseljencev med osnovnimi šolami v mestu in na podeželju ne obstajajo. Na podlagi rezultatov smo sklenili, da lokacija osnovne šole torej ni toliko pomembna za uspešno vključevanje učencev priseljencev v slovenske osnovne šole. Pomembnejše so zainteresiranost, predanost delu, lojalnost in strokovnost zaposlenih v osnovnih šolah.

Ključne besede

otroci priseljenci;vključevanje v osnovne šole;predsodki;nestrpnost;inkluzija;integracija;multikulturalizem;jezik;mesto;podeželje;Slovenija;magistrska dela;

Podatki

Jezik: Slovenski jezik
Leto izida:
Tipologija: 2.09 - Magistrsko delo
Organizacija: UM FF - Filozofska fakulteta
Založnik: [J. Jerković]
UDK: 376.7-054.72-053.5(497.4)(043.2)
COBISS: 21334280 Povezava se bo odprla v novem oknu
Št. ogledov: 2236
Št. prenosov: 578
Ocena: 0 (0 glasov)
Metapodatki: JSON JSON-RDF JSON-LD TURTLE N-TRIPLES XML RDFA MICRODATA DC-XML DC-RDF RDF

Ostali podatki

Sekundarni jezik: Angleški jezik
Sekundarni naslov: INTEGRATION OF IMMIGRANT CHILDREN INTO SLOVENIAN BASIC SCHOOLS: THE DIFFERENCES BETWEEN URBAN AND RURAL BASIC SCHOOLS
Sekundarni povzetek: Today's world is full of many different societies and cultures. Even the people, we are all different. Based on these differences, the prejudices can develop very quickly. It is therefore difficult to say that in today's world there is no existing intolerance and prejudices. Slovenia has, like other countries, its own history of immigrations of other nations, which are becoming involved in the Slovenian environment and their children are included in Slovenian educational system. The school system includes students who are coming from other countries and from other cultural backgrounds, so it is very important that educational institutions and their employees treat all students equally. The purpose of the master thesis was to explore how the integration of immigrant children is carried out in Slovenian basic schools and to determine whether there is a signifficant difference between urban and rural basic schools in Slovenia. The basis of the research was the document Guidelines for the integration of immigrant children in kindergartens and schools (2011), which was published by the Institute of Education of the Republic of Slovenia. With the survey questionnaire, which was sent to proffesional workers, who are employed in school guidance service at basic schools in Slovenia, we have analysed how much the guidance service workers in basic schools are familiar with the mentioned document, how closely they know it and how often they make use of the document. Also we have analysed the documentation they also help themselves with in the matter of integration of immigrant children. At the same time we have also investigated if there is a difference in the integration of immigrant children between urban and rural basic schools in Slovenia. The results indicated that the majority of respondents know the mentioned document exactly or partially, but for help in certain situations actually use it only about half of respondents. We have also found out that the differences in the successful integration of immigrant children do not exist between basic schools in urban and rural areas. Based on these results, we concluded that the location of basic schools, therefore, is not so much important for the successful integration of immigrant children in Slovenian basic schools. More important is the desirability, dedication to work, loyalty and professionalism of employees in basic schools.
Sekundarne ključne besede: immigrant children;integration in basic schools;prejudices;intolerance;inclusion;integration;multiculturalism;language;urban areas;rural areas;Slovenia;master theses;
URN: URN:SI:UM:
Vrsta dela (COBISS): Magistrsko delo/naloga
Komentar na gradivo: Univ. v Mariboru, Filozofska fak., Oddelek za pedagogiko
Strani: IV, 111 f., 4 f. pril.
ID: 8739253