20.500.12556/DKUM-61675 Razlike med dojemanjem razredne klime med učitelji in učenci Differences between perception of classroom climate between teachers and pupils Razredna klima je prisotna v vsakem razredu, a je v vsakem razredu drugačna. Zajema proces v ožjem okolju (razredu) in upošteva odnose med posamezniki v razredu (Zabukovec, 1998). Z raziskavo smo želeli ugotoviti, kakšno razredno klimo dojemajo učenci in kakšno učitelji ter kakšna je razlika med obstoječo in želeno razredno klimo pri učencih in učiteljih v osnovni šoli. Razlike so nas zanimale tudi glede na spol učencev in leto šolanja (četrti, šesti in osmi razred osnovne šole). Uporabili smo vprašalnike Vlaste Zabukovec, Moj razred, s katerim smo merili kategoriji medsebojni odnosi (zadovoljstvo, povezanost) in osebnostni razvoj (tekmovalnost, težavnost, napetost) (Zabukovec, 1998). Ugotovili smo, da so razlike med obstoječo in želeno razredno klimo tako pri učencih kot pri učiteljih pomembne. Oboji si želijo boljše razredne klime (večjo povezanost in zadovoljstvo, hkrati pa manj tekmovalnosti, težavnosti in napetosti), kot jo zaznavajo trenutno. Znajdejo se v frustracijski situaciji, saj z obstoječim stanjem niso zadovoljni, ne vedo pa, kako to izboljšati in kako doseči zastavljene cilje. Taka razlika ni spodbudna, saj ne razvija ustrezne razredne klime (Zabukovec, 1998, str. 44). Glede na spol so se statistično značilne razlike pojavile pri kategoriji medsebojni odnosi, in sicer pri obstoječi razredni klimi, (fantje zaznavajo več povezanosti in zadovoljstva kot dekleta) in pri želeni razredni klimi glede na stopnjo šolanja, kjer se statično značilne razlike pojavijo zaradi učencev 4. razreda. Te poučuje razredna učiteljica, ki je z učenci največ časa in lahko razredu ponuja več možnosti za povezovanje in druženje kot učitelji na predmetni stopnji (Adlešič, 1998). Pri primerjavi učencev in učiteljev smo ugotovili, da učitelji trenutno stanje ocenjujejo nekoliko bolj kritično, hkrati pa si želijo več sprememb kot učenci. Classroom climate is present in every classroom, but it is different in every classroom. It contains a process in narrower environment (classroom) and follows relationships between individuals in the classroom (Zabukovec, 1998). With our research we wanted to find out, what kind of classroom climate students and teachers perceive and what is the difference between existent and desired climate for students and teachers in primary school. We were also interested in differences considering gender of students and the year of schooling (4th, 6th and 8th grade of primary school). We used Vlasta Zabukovec's questionnaries, My classroom, with which we measured categories mutual relations (satisfaction, connection) and personality development (competitiveness, difficulty, tension) (Zabukovec, 1998). We found out that differences between existent and desired classroom climate are significant among students, as well among teachers. They both wish for better classroom climate (bigger connection and satisfaction, at the same time less competition, difficulties and tensions), than they are detecting at the moment. They appear in a frustrating situation, since they are not satisfied with existing condition, but they do not know how to improve that and how to reach for wanted goals. That kind of difference is not stimulative, because it does not develop suitable classroom climate (Zabukovec, 1998, p. 44). Considering gender, statistically significant differences occurred in the category of mutual relationships in existent classroom climate (males are detecting more connection and satisfaction than females) and at desired classroom climate considering level of schooling, where statistically typical differences occur because of 4th grade students. They are taught by a teacher, who is with them most of the time and can offer more possibilities for connecting and socializing in the classroom than the teachers in higher grades (Adlešič, 1998). At comparing students and teachers we found out that teachers assess the condition at the moment a little bit more critical, but at the same time they wish for more changes than students. razredna klima merjenje razredne klime razrednik spol leto šolanja classroom climate monitoring of classroom climate class teacher gender year of schooling true true false [Š. Ozimič] Slovenski jezik Angleški jezik Magistrsko delo/naloga 2016-08-14 20:30:32 2016-09-20 11:20:01 2022-06-27 03:06:19 2019-07-11 12:29:18 2016 0 Maribor 0 0000-00-00 NiDoloceno NiDoloceno NiDoloceno 0000-00-00 0000-00-00 0000-00-00 37.015.3:303.682(043.2) 22541064 URN:SI:UM:DK:KDQTUHM6 MAG_Ozimic_Spela_2016.pdf MAG_Ozimic_Spela_2016.pdf 1 0A909610DAFB45661843BCF6EC5A13B5 df8b82f23044bdef90824ed2fd0f26d8a6a5c07c7d02228fd5ce7100fdb85354 01add35b-7c0d-11eb-bb7a-00155d0001ca https://dk.um.si/Dokument.php?lang=slv&id=98420 Pedagoška fakulteta 0 0 0