20.500.12556/DKUM-55208 Sodelovanje učiteljev in staršev na področju vzgojno-disciplinske problematike Cooperation of teachers and parents in the field of eduactional-disciplinary problems V teoretičnem delu magistrske naloge smo najprej opredelili pojem vzgoje in izobraževanja, v nadaljevanju pa se osredotočili na družino (starše) in šolo (učitelje). Šola je namreč prostor, v katerem otroci prav tako kot doma oblikujejo svojo osebnost z različnimi znanji, izkušnjami, stališči, vrednotami in vzorci vedenja. Medsebojna povezanost učiteljev in staršev v skrbi za dobrobit otroka je posledično zelo pomembna, zato smo v nadaljevanju opredelili pomen sodelovanja med učitelji in starši, načine vzpostavljanja njihovih medsebojnih odnosov, posredne in neposredne oblike sodelovanja, ter težave, s katerimi se ob sodelovanju s starši srečujejo učitelji. Najpogostejši razlog za srečevanje učiteljev in staršev je obravnava vzgojno-disciplinske problematike in učnih težav otrok. Mi smo se osredotočili na vzgojno-disciplinsko problematiko. V okviru tega smo podrobneje preučili oblikovanje osebnostno zrelega posameznika, kar pomembno vpliva na konstruktivno reševanje težav, ter opredelili oblike neprimernega vedenja in možne vzroke zanj. Prepoznavanje slednjih je namreč nujno za obravnavo vzgojno-disciplinskih težav ter za vzpostavljanje discipline v razredu. Disciplina v smislu vzpostavljanja reda je potrebna za uresničevanje ciljev, ki so v šolskem prostoru še kako pomembni. Iz tega razloga smo pozornost namenili tudi korektivnim in preventivnim disciplinskim strategijam. Omenjene vsebine smo preučevali tudi v empiričnem delu, kjer smo iskali razlike v stališčih glede na status (učitelji in starši) ter vzgojno-izobraževalna obdobja respondentov. Osredotočili smo se na stališča učiteljev in staršev glede odgovornosti in medsebojnega sodelovanja pri vzgojno-disciplinski problematiki, na pogostost različnih oblik vključevanja staršev v izobraževanje otrok, na vpliv različnih dejavnikov na neprimerno vedenje otrok ter na učinkovitost različnih disciplinskih strategij v razredu. V odgovorih respondentov so se pokazale nekatere statistično značilne razlike. In the theoretical part of the master's thesis, we firstly defined the concept of education and schooling, and then we focused on family (parents) and school (teachers). School is a place where children as well as at home form their personality through different knowledge, experiences, points of view, values and behavior patterns. Consequently concerned about the welfare of the child, the mutual connection between teachers and parents is very important, therefore in continuation of the thesis, we defined the importance of cooperation between teachers and parents, the ways of establishing their mutual relations, the direct and indirect cooperation forms, and the issues appearing when teachers meet parents. The most common reason why teachers meet parents is discussing the education-disciplinary issues and children’s learning difficulties. We focused on the education-disciplinary issues. Regarding those, we studied the formation of the personal mature individual in detail, which has an important influence on solving problems constructively, and defined the forms of inappropriate behavior and its possible causes. Their identification is necessary for discussing the education-disciplinary issues and for establishing discipline in class. Discipline in terms of establishing order is necessary for achieving goals which is very important in the school environment. For this reason, we paid attention also to corective and preventive discipline strategies. We studied the mentioned contents also in the empirical part of the thesis where we searched for status differences (teachers and parents) and education periods of the respondents. We focused on teachers’ and parents’ point of views regarding the responsibility and the mutual cooperation in the education-disciplinary issues, the frequency of different integration forms of the parents in children education, the influence of different factors on inappropriate behavior of the children, and the effectiveness of different discipline strategies in class. The respondents’ answers showed some statistically significant differences. Sodelovanje učiteljev in staršev formalne/neformalne oblike sodelovanja neprimerno vedenje vzroki neprimernega vedenja disciplinske strategije. Cooperation between teachers and parents formal/informal cooperation forms inappropriate behavior causes of inappropriate behavior discipline strategies. true true false [B. Žužek] Slovenski jezik Angleški jezik Magistrsko delo/naloga 2015-10-06 15:41:49 2015-11-26 07:54:40 2022-06-08 03:11:08 2021-05-14 03:09:54 2015 0 Maribor 0 0000-00-00 NiDoloceno NiDoloceno NiDoloceno 0000-00-00 0000-00-00 0000-00-00 37.064.1:37.091.5(043.2) 21745160 URN:SI:UM:DK:CJVD2DMF MAG_Zuzek_Barbara_2015.pdf MAG_Zuzek_Barbara_2015.pdf 1 391435C99ED726FE27033370FD59E871 a32d0c3d46c0c9752baab65bb30f70ce3161412c5a77816534353af1c2cff69a c7eb491c-7c0b-11eb-bb7a-00155d0001ca https://dk.um.si/Dokument.php?lang=slv&id=82380 Filozofska fakulteta 0 0 0