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Title:RAZREDNIK V OSNOVNI ŠOLI
Authors:ID Gradišnik, Jasmina (Author)
ID Javornik - Krečič, Marija (Mentor) More about this mentor... New window
Files:.pdf VS_Gradisnik_Jasmina_2013.pdf (891,72 KB)
MD5: D1FF21FBF935C87063E2FFFF28B68F14
 
Language:Slovenian
Work type:Undergraduate thesis
Typology:2.11 - Undergraduate Thesis
Organization:PEF - Faculty of Education
Abstract:Diplomsko delo z naslovom Razrednik v osnovni šoli je sestavljeno iz teoretičnega in empiričnega dela. V empiričnem delu sem opisala in opredelila najprej šolo kot institucijo, v kateri je razrednik zaposlen. Nato so predstavljene vloge razrednika, ki so zelo pomembne pri njegovem delu (pedagoškem, organizacijskem in administrativnem). Opredelila sem delo razrednika s starši, namen, smisel in cilj sodelovanja. Predstavljen je tudi odnos razrednika do staršev, odnos razrednika do razreda in odnos razrednika do sodelavcev. Na koncu pa je predstavljena vzgoja za vrednote, opredelitev vrednot, klasifikacija vrednot. V okviru empiričnega dela je predstavljeno mnenje razrednikov o njihovi usposobljenosti za vodenje razreda, vloge, v katerih se razredniki pojavljajo, počutje razrednika v svoji vlogi ter pojasnitev počutja, vprašanja pa sem primerjala glede na delovne izkušnje in izobrazbo razrednika. V raziskavi je sodelovalo 30 razrednikov iz dveh osnovnih šol in sicer OŠ Dušana Flisa Hoče in OŠ Prežihovega Voranca Maribor. Dobljene rezultate anonimnega anketnega vprašalnika sem preučila in grafično prikazala. Prišla sem do ugotovitve, da je razrednikom pri usposabljanju v največjo pomoč literatura, seminarji in lastne izkušnje; za slednje se je odločilo največ razrednikov, kar 63%. Analiza pri uporabi temeljih vlog je pokazala, da 73% razrednikov posveča pozornost pedagoški vlogi, organizacijski vlogi - 16%, najmanjšo pozornost pa je največ razrednikov pripisalo administrativni vlogi - 10%. Največ razrednikov je pripisalo, da se v svoji vlogi počuti dobro in zelo dobro, največ jih je bilo za odgovor, ker rad delam z otroki, kar 83%, sledi, ker sem v tej vlogi uspešen 16%. Iz rezultatov sem razbrala, da se razrednik v svojih vlogah počutijo dobro, so z delom zadovoljni.
Keywords:Šola, razrednik, vloge razrednika, razrednik in starši, vzgoja za vrednote.
Place of publishing:Maribor
Publisher:[J. Gradišnik]
Year of publishing:2013
PID:20.500.12556/DKUM-42007 New window
UDC:37.091(043.2)
COBISS.SI-ID:20167688 New window
NUK URN:URN:SI:UM:DK:VNB6WZ3K
Publication date in DKUM:12.11.2013
Views:3609
Downloads:620
Metadata:XML DC-XML DC-RDF
Categories:PEF
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Secondary language

Language:English
Title:CLASS TEACHER IN PRIMARY SCHOOL
Abstract:This thesis entitled »Primary school class teachers« consists of a theoretical and an empirical part. The empirical part first outlines and defines school as an institution employing the class teacher. What follows is the introduction of the roles of class teachers which are very important for their work (from the pedagogical, organisational and administrative point of view). The communication of the class teacher with parents has also been outlined, as well as the purpose, meaning and the goal of such cooperation. Moreover, the attitude of the class teacher towards the parents as well as the attitude of the class teacher towards the class and co-workers has been presented. Finally, the values education along with the definition and classification of values has been illustrated. The empirical part shows how class teachers estimate their capacity to manage class, the roles of class teachers, how class teachers feel in their role and the explanation of their feelings by comparing the answers in view of work experiences and the education level of the class teacher. The survey included 30 class teachers from two primary schools, i.e. the Primary School of Dušan Flis Hoče and the Primary School of Prežihov Voranc Maribor. The results obtained from an anonymous questionnaire have been examined and graphically presented. The conclusion is that in their work class teachers mostly rely on literature, seminars and own experiences, the latter was chosen by the majority of class teachers, as much as 63%. Analysis on the use of fundamental roles showed that 73% of class teachers pay most attention to their pedagogical role, 16% to their organisational role, while the least attention was paid by most class teachers to the administrative role, i.e. 10%. The majority of class teachers added that they felt well or very well in their role, mostly combined with the answer “because I like working with children” (as much as 83%), followed by the answer “because I am successful in this role” (16%). It is evident from the results that class teachers fell well in their roles and are satisfied with their work.
Keywords:School, class teacher, roles of the class teacher, class teacher and parents, values education


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