magistrsko delo

Povzetek

Znanje je danes ključnega pomena, ne samo za konkurenčnost organizacije, ampak tudi za posameznega dijaka. Dijaki se soočajo z raznimi situacijami, ki ogrozijo ali spremenijo pričakovan potek izobraževanja. Sprememba poteka ni neugodna samo za posameznega dijaka, pač pa tudi za družbo. Temeljni problem, ki ga magistrsko delo raziskuje je, kako mladi v srednjih poklicnih in strokovnih šolah doživljajo izobraževanje - kakšen pomen ima za njih znanje oz. izobrazba, kakšno vizijo svoje prihodnosti imajo, kako doživljajo potek njihovega izobraževanja in kako se sicer počutijo v srednji šoli. V teoretičnem delu se najprej predstavi, kako družba znanja vpliva na izvajanje izobraževanja. Opozori na možnosti, kako izobraževanje samo ustvarja in preprečuje družbene neenakosti in izključenosti. V tem kontekstu so opredeljena razmerja med socialnim, človeškim, kulturnim in ekonomskim kapitalom. Zaloga kapitalov v dobršni meri določa potek in doživljanje izobraževanja. Doživljanje je socialno pogojena subjektivna kategorija rekapitulacije časa. Gre za edinstven preplet subjektivnih emocionalnih, kognitivnih in motivacijskih interpretacij izobraževanja. Med številnimi dejavniki doživljanja izobraževanja so predstavljena tista, ki so neposredno povezana z doživljanjem izobraževanja: npr. lokus nadzora, motivacija, identiteta, stališča in socioekonomski status družine. Empirični del interpretativno povzema biografske intervjuje s štirimi dijaki srednje poklicne in strokovne šole. Kriterij izbora je bil v naprej določen, saj se je med drugim želelo ugotoviti, ali je status ustrezen glede na osebno okoliščino (odločba dodatne strokovne pomoči tudi v OŠ, ponavljavec, prepoznan kot nadarjen, migrant oz. priseljenec). Izjavam dijakov se je pripisalo pojme, ki se jih je nato uredilo po kategorijah ter vsebinskih področjih. Raziskava je pokazala, da dijaki doživljajo izobraževanje v kategorijah 'postati nekdo' (socialna funkcija), 'omogoča zaposlitev in ekonomski status' (ekonomska funkcija), 'uresničuje pogoje za srečno življenje' (intrinzična funkcija). Bolj celostno doživljajo izobraževanje tisti dijaki, ki so v zadnjem letniku izobraževanja. Potrdila je Colmanovo tezo, da lahko socialni kapital nadomesti ekonomske in druge socialne primanjkljaje. Socialni kapital se je izkazal za nepogrešljivega v vseh fazah izobraževanja: dostop do izobraževanja, uspeh oz. dosežki izobraževanja in pri prenosu in širjenju pridobljenega znanja. Vrstniki so pomembni faktor vpliva na doživljanje izobraževanja. Potek izobraževanja lahko spodbujajo ali ga ovirajo. V biografijah dijakov sta bili v odnosu do zahtev izobraževanja največkrat izpostavljeni vrednoti delavnost in pridnost. Dijaki ugotavljajo, da je znanje (veščine in védenje) človeški kapital, ki ga je potrebno plemenititi – tudi na neformalen način. Vsi statusi inkluzivnega izobraževanja so dijakom omogočili, da v izobraževanju napredujejo in so tako preprečili nastanek nove socialne neenakosti in izključenosti. Iz biografskih zgodb so oblikovane kategorije doživljanja izobraževanja: usmerjeno v prihodnost, sedanjost in preteklost. Koncept ni dokončen in ga je potrebno preverjati v primerjavi z drugimi srednješolskimi programi ter ugotoviti njegovo napovedno vrednost.

Ključne besede

dijaki;socialni kapital;človeški kapital;družbena neenakost;socioekonomski status družine;

Podatki

Jezik: Slovenski jezik
Leto izida:
Tipologija: 2.09 - Magistrsko delo
Organizacija: UL PEF - Pedagoška fakulteta
Založnik: [Š. Petkovšek]
UDK: 373.5(043.2)
COBISS: 11308105 Povezava se bo odprla v novem oknu
Št. ogledov: 506
Št. prenosov: 84
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: Students' perception of education at secondary vocational and technical school
Sekundarni povzetek: Knowledge is of key importance nowadays, not only for the competitiveness of an organization but also for an individual student. Students are facing numerous situations which can undermine or alter the expected course of schooling (i.e. education). The shifted course can be unfavourable not only for a student but also for the society. The main aim of this thesis is to research how youngsters in secondary vocational and technical schools perceive their schooling – what significance they give to knowledge and education, what vision they share of their future, how they perceive their course of schooling and what their general thoughts about schooling are. First, the theoretical part introduces how knowledge society influences schooling. It explains how schooling itself creates and prevents social inequalities and exclusion. In this context the relationships between social, human, cultural and economic capital are defined. The availability of capital to a large extent determines the course and perception of schooling. Perception is a social and subjective category of recapitalization of time. It is a unique mix of subjective emotional, cognitive and motivational interpretations of schooling. Among numerous factors only those which are directly connected to the perception of schooling are described: such as locus of control, motivation, identity, views and family socioeconomic status. The empirical part interprets biographical interviews with four students of secondary vocational and technical school. The criteria of choices were defined in advance, since the purpose was to determine whether the formal status of a student is suitable to his personal circumstance (special needs student with an individualized education plan from the primary school, student who repeats a grade, gifted student, immigrant). Students’ statements were labelled with concepts which were arranged into categories and content fields. The study shows that students perceive schooling in categories: ‘to become somebody’ (social role), ‘enabling employment and better economic status’ (economic role), ‘achieving the conditions for happy life’ (intrinsic role). The perception of schooling is more holistic by those students who are enrolled in the final year of schooling. The study also confirmed Colman’s thesis that social capital can compensate for economic and other social disadvantages. Social capital was shown as essential in all phases of schooling: access to schooling, school success and the transfer of gained knowledge. Peers have an important influence on the perception of schooling. They can undermine or encourage the course of schooling. Students’ biographies show hard work and diligence are important values. Students acknowledge that knowledge (skills and expertise) is human capital, which has to be enriched – also in an informal way. All formal statuses of inclusive education enabled students to progress in their schooling and thus prevented new social inequalities and social exclusion. The following categories of perception of schooling were formed: future-orientated, present-orientated and past-orientated. The concept has not been finalized yet. It has to be examined in comparison to other secondary school programs and its prediction value has to be established.
Sekundarne ključne besede: secondary school;srednja šola;
Vrsta datoteke: application/pdf
Vrsta dela (COBISS): Magistrsko delo
Komentar na gradivo: Univ. v Ljubljani, Pedagoška fakulteta
Strani: 181 str.
ID: 9224029