Izobraževanje otrok priseljencev in interkulturnost v slovenskem šolskem sistemu

Ilić, Mirela

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Title:	Izobraževanje otrok priseljencev in interkulturnost v slovenskem šolskem sistemu
Authors:	ID Ilić, Mirela (Author) ID Javornik Krečič, Marija (Mentor) More about this mentor...
Files:	UNI_Ilic_Mirela_2014.pdf (1,16 MB) MD5: 462390DA1B93E269B50A968D02B544A2
Language:	Slovenian
Work type:	Undergraduate thesis
Typology:	2.11 - Undergraduate Thesis
Organization:	FF - Faculty of Arts
Abstract:	V diplomskem delu smo obravnavali otroke priseljencev, njihovo izobraževanje ter interkulturnost v šolskem sistemu. V teoretičnem delu smo predstavili interkulturno pedagogiko in interkulturnost v slovenskem šolskem sistemu. Podrobneje smo predstavili enakost možnosti vseh učencev pri izobraževanju in interkulturno šolsko skupnost. Zanimalo nas je tudi, kako je z interkulturnostjo v kurikulumu in učnih načrtih. Obravnavali smo učitelje in šolske svetovalne delavce, predvsem, kakšna je njihova vloga pri interkulturnosti in katere kompetence so potrebne za uspešno delo. Zanimali so nas otroci priseljencev. Med drugim pa smo obravnavali tudi, kaj vpliva na njihovo uspešnost. V empiričnem delu smo ugotavljali, v kolikšni meri se učitelji pri svojem delu srečujejo z učenci drugih kultur, kakšen uspeh opažajo pri le-teh in kaj nanj vpliva, kako učitelji doživljajo kulturno mešan razred, kako ocenjujejo delo njihove šole in zaposlenih na področju interkulturnosti ter kakšne imajo izkušnje s pridobivanjem znanja o interkulturnosti v času dodiplomskega izobraževanja. Omenjena področja smo podrobneje raziskali glede na predmet in leta poučevanja anketiranih učiteljev. V raziskavi smo uporabili deskriptivno in kavzalno-neeksperimentalno metodo empiričnega pedagoškega raziskovanja. Rezultati raziskave so pokazali, da skoraj vsi anketirani učitelji poučujejo 1–5 učencev drugih kultur na razred ter da večina le-teh dosega slabši učni uspeh v primerjavi z ostalimi učenci. Večina učiteljev razlog za slabši učni uspeh vidi predvsem v slabem poznavanju slovenskega jezika. Učitelji večinoma kulturno mešan razred doživljajo kot prednost, predvsem zaradi razvijanja spoštovanja in strpnosti do drugih kultur. Učitelji, ki so kulturno mešan razred opredelili kot slabost, le-to vidijo v tem, da je učencem drugih kultur potrebno posvetiti več časa, kar vpliva na posvečenost ostalim učencem. Večina anketiranih učiteljev je pozitivno ocenila njihovo šolo, njeno prizadevanje za interkulturnost ter usposobljenost zaposlenih za delo z učenci drugih kultur. Večinoma učitelji med svojim dodiplomskim izobraževanjem niso pridobili kakšnega znanja o interkulturnosti.
Keywords:	otroci priseljencev, interkulturnost, interkulturno svetovanje, kulturno mešan razred, učni uspeh otrok priseljencev
Place of publishing:	Maribor
Publisher:	[M. Ilić]
Year of publishing:	2014
PID:	20.500.12556/DKUM-44584
UDC:	373.3:303.446.2(043.2)
COBISS.SI-ID:	20691208
NUK URN:	URN:SI:UM:DK:BAIRGNSA
Publication date in DKUM:	15.07.2014
Views:	2766
Downloads:	411
Metadata:
Categories:	FF
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Secondary language

Language:	English
Title:	Education of the children of immigrants and interculturality in the slovenian school system
Abstract:	The diploma paper sheds some light on the children of immigrants, their education and interculturality in the school system. In the theoretical part we presented intercultural pedagogy and discussed the problem of interculturality in the Slovenian school system, where we focused on equal opportunities for all pupils in educational system and intercultural school community. We were also interested in how interculturality is included in the curriculum and syllabuses. Special emphasis was placed on teachers and school counselors, especially on their role in interculturality, which competencies are necessary for their successful work in this field and how well are they trained. The theoretical part was completed with the chapter on immigrant children and what influences their prosperity. In the empirical part we were trying to explore to what extent are the teachers even involved with these pupils, what degree of success are they noticing with them and what influences on it, how the teachers experience the multicultural class, how do they assess the work of their schools and employees in the field of interculturality and what are their experiences in acquiring knowledge of interculturality in undergraduate education. We studied the mentioned areas according to the subject the interviewed teachers teach and the years they have been teaching. The methodology is based on a descriptive and non-experimental method of empirical educational research. The findings show that almost all of the interviewed teachers teach 1–5 pupils from other cultures per class and that the vast majority achieves poorer results than their classmates. Most of the teachers think the reason for the lower academic success lies in the poor knowledge of the Slovenian language. However, they experience the culturally mixed class as an advantage, mainly due to the development of respect and tolerance towards other cultures. On the other hand, teachers who defined the culturally mixed class as a weakness, think that they need to devote too much time to these pupils, which has negative effects on other pupils. Most of the teachers gave positive evaluation of their school and its efforts to interculturality and also the qualifications of staff to work with students from other cultures. Most of the teachers did not gain any knowledge on interculturality during their undergraduate education.
Keywords:	children of immigrants, interculturality, intercultural counseling, culturally mixed class, academic success of immigrant children

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