Odzivanje na učne težave učencev in samoučinkovitost učiteljev

Horvat, Janja

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Title:	Odzivanje na učne težave učencev in samoučinkovitost učiteljev
Authors:	ID Horvat, Janja (Author) ID Schmidt Krajnc, Majda (Mentor) More about this mentor...
Files:	MAG_Horvat_Janja_2016.pdf (831,60 KB) MD5: 3BC389AD4D19333BD8B6EE35C13ED4D8
Language:	Slovenian
Work type:	Master's thesis
Typology:	2.09 - Master's Thesis
Organization:	FF - Faculty of Arts
Abstract:	Učenci z učnimi težavami so za učinkovitega učitelja izziv. Učitelj je tisti, ki vsak dan učenca opazuje, mu prilagaja pouk in ga spodbuja k napredku na njegovi poti. Pri svojem delu v razredu mora biti fleksibilen pri izbiri strategij in pristopov ter prilagajanju metod, nadvse pa je pomembno sodelovanje med različnimi strokovnjaki na šoli. Pomembna je strokovna izmenjava znanj, izkušenj z učitelji, svetovalnimi delavci in drugimi strokovnimi delavci iz vzgojno-izobraževalnih ustanov. Če učitelj verjame, da je učenec z učnimi težavami lahko uspešen, si zastavi jasne cilje in vloži veliko energije v rešitev otrokove situacije. Samoučinkovitost ni merilo, kakšne sposobnosti ima nekdo, ampak kaj lahko z njimi naredi v različnih situacijah. Namen empirične raziskave (N= 260) je bil ugotoviti pristope učiteljev pri poučevanju učencev z učnimi težavami in njihovo zaznavanje samoučinkovitosti pri obvladovanju težav teh učencev. Rezultati kažejo, da so učitelji aktivni, zainteresirani za delo ter se trudijo za učenčev uspeh. Učitelji v prvem triletju si močneje prizadevajo in so bolj dovzetni za uspešne strategije in pristope poučevanja, nasvete in pomoč pa poiščejo tudi pri drugih učiteljih in strokovnjakih. Ugotovili smo, da imajo pridobljena dodatna znanja velik pomen pri odzivanju učiteljev na učenčeve učne težave in na njihovo zaznavanje samoučinkovitosti. Starejši učitelji z leti razvijejo odnos do dela, s katerim oblikujejo svoj vzgojni vidik in krepijo svojo samozavest pri delu z učenci z učnimi težavami. Mlajši učitelji imajo znanja, ki jim koristijo pri motiviranju učencev in uporabi različnih alternativnih strategij poučevanja.
Keywords:	Inkluzija, učne težave, učenci z učnimi težavami, odzivanje učiteljev na učne težave, samoučinkovitost učiteljev
Place of publishing:	Maribor
Publisher:	[J. Horvat]
Year of publishing:	2016
PID:	20.500.12556/DKUM-64227
UDC:	376(043.2)
COBISS.SI-ID:	22681864
NUK URN:	URN:SI:UM:DK:F1YOQT6S
Publication date in DKUM:	05.10.2016
Views:	2279
Downloads:	465
Metadata:
Categories:	FF
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Secondary language

Language:	English
Title:	Responding to students´ learning disabilities and teachers self-efficacy
Abstract:	An effective teacher rises to the challenge of teaching pupils with learning disabilities. Teachers observe pupils every day, tailor lessons to their needs and motivate them to improve. In classrooms, they have to be flexible in adjusting their methods, in choosing their strategies and approaches, and attach great importance to working with different professionals at the school. It is important to exchange know-how with other teachers, counsellors and professionals from educational institutions. If a teacher believes that a pupil with learning disabilities can be successful, he or she will set him or herself goals and devote a great deal of energy to help the pupil. Self-efficacy does not measure the abilities of an individual, but rather the extent of how this person can avail him or herself of them in different situations. The aim of our empirical study (N=260) was to determine the approaches of teachers working with pupils with learning disabilities and their self-efficacy perception in solving the pupils' problems. The results show the teachers' active role and interest in their own work as well as their diligence, which leads to successful teaching. Over the first three years, teachers exert more effort, seem more responsive to better strategies and approaches in teaching, and seek advice and help from other teachers and professionals. We discovered that the teachers' acquired additional knowledge greatly influences their approach to pupils with learning disabilities and their self-efficacy perception. Over the years, older teachers develop a working method that affects their educational approach and raises their confidence in working with pupils with learning disabilities. Younger teachers possess knowledge that helps them motivate pupils and apply different alternative teaching strategies.
Keywords:	Inclusion, learning disabilities, pupils with learning disabilities, teachers' approach to learning disabilities, teachers' self-efficacy

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