Vloga učitelja v razvoju kakovosti pouka

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Title:	Vloga učitelja v razvoju kakovosti pouka
Authors:	ID Škinjar, Ingrid (Author) ID Kramar, Martin (Mentor) More about this mentor...
Files:	UN_Skinjar_Ingrid_2016.pdf (2,30 MB) MD5: DCDEAB1A07C47436C6AAE7797989617F
Language:	Slovenian
Work type:	Undergraduate thesis
Typology:	2.11 - Undergraduate Thesis
Organization:	FF - Faculty of Arts
Abstract:	V sodobni družbi, za katero je značilen hiter družbeni razvoj in naraščanje obsega znanja, postaja kakovost pouka pomembno področje številnih aktualnih razmišljanj. V teh razmišljanjih ima usposobljen, kompetenten in učinkovit učitelj osrednjo vlogo. Učencem naj bi pomagal pri razvoju kompetenc, s katerimi bodo lahko razvili svoje potenciale, se vključili v družbo in postali dejavnik njenega razvoja. Namen diplomske naloge Vloga učitelja v razvoju kakovosti pouka je bil opredeliti kakovost izobraževanja in pouka ter preučiti in osvetliti vlogo učitelja v razvoju kakovosti pouka. V ta namen so v teoretičnem delu naloge opredeljeni kakovostno izobraževanje in kakovosten pouk, kriteriji ter dejavniki kakovostnega pouka, s poudarkom na vlogi učitelja v razvoju kakovosti pouka. V empiričnem delu naloge so predstavljeni rezultate raziskave, ki je bila izvedena med učitelji osnovnih in srednjih šol. V vzorec je bilo vključenih 56 učiteljev. S pomočjo anketnega vprašalnika smo raziskali, kateri dejavniki in okoliščine vplivajo na vlogo učiteljev pri razvoju kakovosti pouka, kako učitelji zaznavajo svoj vpliv na kakovost pouka, kako pojmujejo kakovost pouka ter kako s svojim delovanjem razvijajo kakovost pouka. Pri tem so nas zanimale razlike med odgovori učiteljev osnovnih in srednjih šol ter razlike med učitelji z različno dobo poučevanja. Dobljeni rezultati kažejo, da učitelji ocenjujejo, da je njihov vpliv na kakovost pouka največji, poudarjajo predvsem socialno komponento in nekatere didaktične vidike kakovostnega pouka ter s svojim didaktično-metodičnim delovanjem razvijajo pouk v smeri kakovosti. Pri tem se niso pokazale statistično značilne razlike med odgovori učiteljev osnovnih in srednjih šol ter med odgovori učiteljev z različno dobo poučevanja.
Keywords:	kakovost izobraževanja, kakovost pouka, kriteriji kakovostnega pouka, dejavniki kakovostnega pouka, učitelj
Place of publishing:	Maribor
Publisher:	[I. Škrinjar]
Year of publishing:	2016
PID:	20.500.12556/DKUM-63020
UDC:	37.091.31 :37.011.3-051(043.2)
COBISS.SI-ID:	22570248
NUK URN:	URN:SI:UM:DK:GPBJKEV0
Publication date in DKUM:	26.09.2016
Views:	3351
Downloads:	674
Metadata:
Categories:	FF
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Secondary language

Language:	English
Title:	Teacher's role in improving the quality of classroom teaching
Abstract:	In today's modern society where we witness a rapid social development and constantly increasing amounts of knowledge, the quality of classroom teaching became an important subject of many ongoing discussions. A qualified, competent and efficient teacher plays a crucial role in those discussions. Teachers should help students to promote their competences so they can develop their potentials, integrate themselves into the society and participate in its development. The main purpose of the diploma thesis Teacher’s role in improving the quality of classroom teaching is to define the quality of education and classroom teaching and to study and reveal the role of the teacher in improving the quality of classroom teaching. In the theoretical part of this thesis, we define the quality of education and the quality of classroom teaching as well as the criteria and relevant factors that contribute to a greater quality of teaching. We especially focused on the teacher’s role in improving the quality of classroom teaching. In the empirical part, we present the results of the survey which included 56 teachers and was carried out among primary and secondary school teachers. For the survey, we used a questionnaire where we inquired about the factors and circumstances influencing the teacher’s role in improving the quality of classroom teaching, teacher’s perception of their own influence on the quality of teaching and how they improve the quality of teaching through their work. With the survey, we also aimed to find the differences in the answers of primary schools teachers to those who teach in secondary schools and differences regarding their years of teaching experiences. The results show that teachers see their influence as the most important factor in providing the quality of teaching, further, they emphasised the social component and some of the didactical aspects as important for ensuring the quality of classroom teaching as well as their didactical-methodical classroom approaches to promote a higher quality of teaching. There are no statistically significant differences in the answers of primary and secondary school teachers also the years of teaching experiences had no influence on the results.
Keywords:	quality of education, quality of classroom teaching, criteria for quality classroom teaching, factors of quality classroom teaching, teacher

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