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Title:MNENJA UČITELJEV IN STARŠEV O DELU V ODDELKIH PODALJŠANEGA BIVANJA
Authors:ID Nedeljko, Nada (Author)
ID Ivanuš-Grmek, Milena (Mentor) More about this mentor... New window
ID ČAGRAN, BRANKA (Comentor)
Files:.pdf MAG_Nedeljko_Nada_2012.pdf (4,32 MB)
MD5: 3946D578C103E4057F180386E6F60091
PID: 20.500.12556/dkum/8e93f7ad-fe75-4b07-b0fc-fe9a85b8016f
 
Language:Slovenian
Work type:Master's thesis
Organization:FF - Faculty of Arts
Abstract: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.
Keywords:osnovna šola, podaljšano bivanje, učitelj, starši, samostojno učenje, sprostitvena dejavnost, prosti čas, prehrana.
Place of publishing:Maribor
Publisher:[N. Nedeljko]
Year of publishing:2011
PID:20.500.12556/DKUM-22089 New window
UDC:37.091.2(043.2)
COBISS.SI-ID:18960904 New window
NUK URN:URN:SI:UM:DK:JO1IZ4T3
Publication date in DKUM:01.03.2012
Views:3583
Downloads:803
Metadata:XML DC-XML DC-RDF
Categories:FF
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Secondary language

Language:English
Title:TEACHERS' AND PARETNS' OPINIONS ON THE AFTER-SCHOOL CLASSES
Abstract: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.
Keywords:primary school, after-school care classes, teacher, parents, individual learning, relaxation activity, free time, nutrition.


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