20.500.12556/DKUM-22089 MNENJA UČITELJEV IN STARŠEV O DELU V ODDELKIH PODALJŠANEGA BIVANJA TEACHERS' AND PARETNS' OPINIONS ON THE AFTER-SCHOOL CLASSES Oddelek podaljšanega bivanja (OPB) ni novost devetletne osnovne šole. Slovenija si že več kot pol stoletja prizadeva, da bi z vsebinsko razširjenim programom pomagala k izenačevanju pogojev za nemoten razvoj vseh učencev. Z umestitvijo OPB v predmetnik osnovne šole priznava njegovo pomembnost. Vsaka šola ga je dolžna organizirati, vključitev vanj pa je prostovoljna. V raziskovalnem delu predstavljamo empirično raziskavo o OPB. Preučili smo motive učiteljev za delo v OPB, njihovo zadovoljstvo z delom, njihovo oceno usposobljenosti za opravljanje tega dela ter možnosti za kakovostno uresničevanje ciljev OPB. Preučili smo tudi razloge staršev za vključitev otroka v OPB, načine spremljanja dela v njem ter zadovoljstvo staršev z delom v OPB. Podatke za raziskavo smo zbrali v šolskem letu 2009/2010 s pomočjo anketnega vprašalnika, in sicer na neslučajnostnem namenskem vzorcu učiteljev OPB ter na vzorcu staršev, ki so v tem šolskem letu imeli otroka vključenega vanj. Rezultati raziskave razkrivajo, da so učitelji sicer pripravljeni prevzeti delo v OPB, vendar le začasno. Z delom niso povsem zadovoljni, težave se kažejo predvsem zaradi števila otrok v pretežno kombiniranih oddelkih ter v nižjem ugledu tega delovnega mesta. Svojo usposobljenost za delo ocenjujejo dokaj visoko, več znanja bi potrebovali predvsem za delo v kombiniranih oddelkih. Med cilji OPB najlažje uresničujejo cilje kosila manj možnosti pa imajo za uresničevanje ciljev samostojnega učenja. Analiza odgovorov staršev kaže, da svoje otroke v OPB vključujejo predvsem zaradi zagotovljenega varstva in možnosti opravljanja domačih nalog pod nadzorom in ob pomoči učitelja. Starši delo v OPB spremljajo in so z dejavnostmi v njem zadovoljni, vendar si želijo sprememb pri preživljanju prostega časa in pri razvijanju strategij samostojnega učenja. After-school care classes are not a novelty in the 9 year primary school. They were introduced more than half a century ago and represent the effort of the Slovenian state to offer equal educational possibilities to all students. As a part of the regular school curriculum, these classes have gained importance. On one hand they are compulsory for schools but on the other hand students’ attendance is optional. The empirical part is dedicated to the research about after-school care classes. We have studied the teachers' motivation and their job satisfaction. They have been expected to self-assess both their work qualifications as well as the possibilities they have to reach the after-school care classes objectives properly. We have taken into consideration the reasons the parents have to enrol their children into these classes, the way they monitor the work carried out during instruction and the level of their satisfaction. The data was collected in school year 2009/2010. As a tool we used the questionnaire based on a non-random targeted sample of teachers and parents of children who attended the after-school care classes. The research has shown that the teachers are willing to instruct in after-school care classes on a temporary basis. They are not completely satisfied with these classes and this is partly due to the mixed age grouping and partly to the low reputation of this job. The teachers assess their qualifications as high but at the same time they admit that they would need more training to teach in mixed age classes. Regarding the after-school care classes objectives teachers claim that they have least problems with lunch time objectives and less opportunities to reach individual learning objectives. The analysis has shown that parents enrol their children into these classes in order to ensure child care and to provide their children with the opportunity to do their homework under the supervision of qualified staff. Parents monitor the instruction in the after-school care classes and express their satisfaction with them but at the same time they think that there is still place for improvement in the free time activities programme and in the development of the individual learning strategies. osnovna šola podaljšano bivanje učitelj starši samostojno učenje sprostitvena dejavnost prosti čas prehrana. primary school after-school care classes teacher parents individual learning relaxation activity free time nutrition. true true false [N. Nedeljko] Slovenski jezik Angleški jezik Magistrsko delo 2012-02-16 09:24:36 2012-03-01 15:35:10 2022-04-14 11:09:03 2023-12-29 03:28:03 2011 0 Maribor 0 0000-00-00 NiDoloceno NiDoloceno NiDoloceno 0000-00-00 0000-00-00 0000-00-00 37.091.2(043.2) 18960904 URN:SI:UM:DK:JO1IZ4T3 MAG_Nedeljko_Nada_2012.pdf MAG_Nedeljko_Nada_2012.pdf 1 3946D578C103E4057F180386E6F60091 46c8a6c2a0fa763a94e36a0733bea556f0083bae346ff7697c2af9ea2d69c0bf 67e3dabd-7c06-11eb-bb7a-00155d0001ca 20.500.12556/dkum/8e93f7ad-fe75-4b07-b0fc-fe9a85b8016f https://dk.um.si/Dokument.php?lang=slv&id=28381 Filozofska fakulteta 0 0 0