STALIŠČA STARŠEV IN RAZREDNIKOV DO VLOG RAZREDNIKA NA RAZREDNI STOPNJI

Pušnik, Brigita

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Title:	STALIŠČA STARŠEV IN RAZREDNIKOV DO VLOG RAZREDNIKA NA RAZREDNI STOPNJI
Authors:	ID Pušnik, Brigita (Author) ID Vršnik Perše, Tina (Mentor) More about this mentor...
Files:	MAG_Pusnik_Brigita_2017.pdf (890,69 KB) MD5: 16ED013A1035591D1AC16F075748CC6E
Language:	Slovenian
Work type:	Master's thesis/paper
Typology:	2.09 - Master's Thesis
Organization:	PEF - Faculty of Education
Abstract:	Magistrsko delo obravnava stališča staršev in razrednikov do vlog razrednika na razredni stopnji. V prvem – teoretičnem delu – je na podlagi literature in lastnih mnenj predstavljeno, kaj in kdo je razrednik (definicije različnih avtorjev). Opredeljeno je tudi razredništvo: kaj to je, kaj vse obsega in kako si ga razlagajo različni avtorji. V nadaljevanju je poudarek na opredelitvah razrednikovih vlog s stališča različnih avtorjev: kaj vsaka vloga obsega, kdo jih lahko opravlja in opredelitve vlog vsakega posameznega avtorja. Za lažje razumevanje vlog so podrobno opisane posamezne vloge razrednika z različnih vidikov. V nadaljevanju se dotaknemo tudi nalog razrednika, ki jih mora opravljati. Predstavljene so tudi kompetence, ki jih morajo razredniki razviti, da lahko opravljajo svoje delo, saj lahko le tako suvereno izvajajo eno najpomembnejših vlog v času osnovnošolskega izobraževanja otrok. Poleg vseh opredelitev avtorjev, naloge razrednika narekuje tudi zakonodaja, ki jo je potrebno upoštevati. Različni zakonodajni dokumenti natančno opredeljujejo naloge in delo razrednikov. V empiričnem delu je predstavljena raziskava na osnovnih šolah med razredniki in v teh istih krajih med starši. Ugotovitve kažejo, da večina učiteljev razrednikov ve, kakšne so njihove vloge in kaj spada pod opravljanje določenih vlog. Rezultati so pokazali, da bi se razredniki marsikateri vlogi odrekli, nekatere pa bi obdržali, saj jih z veseljem opravljajo. Raziskava med starši pa je pokazala, da nekateri zelo površno poznajo vloge razrednikov, nekateri jih sploh ne poznajo. Rezultati so pokazali, da starši v grobem opisujejo vloge, ki jih razredniki opravljajo, ne vedo pa zagotovo, kaj spada pod omenjeno vlogo. V večini so starši mnenja, da so razredniki preobremenjeni z delom, ki ga opravljajo in da jim dodatno ne bi naložili nobenega dela. Pojavlja pa se podobno mnenje tako pri starših kot pri razrednikih, da je vzgojna vloga tista, ki je za razrednika najpomembnejša in jo morajo opravljati še naprej. Je pa pri starših vzgojna vloga, v primerjavi z drugimi vlogami, tista, kateri bi morali razredniki nameniti največ časa, zato so jo časovno opredelili kot najpogostejšo in najpomembnejšo.
Keywords:	razrednik, razredništvo, vloge razrednika, starši, učenci, razredna stopnja
Place of publishing:	Maribor
Publisher:	[B. Pušnik]
Year of publishing:	2017
PID:	20.500.12556/DKUM-64673
UDC:	37.091.2(043.2)
COBISS.SI-ID:	23054600
NUK URN:	URN:SI:UM:DK:YGYCFIOR
Publication date in DKUM:	18.04.2017
Views:	1936
Downloads:	247
Metadata:
Categories:	PEF
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Secondary language

Language:	English
Title:	THE PARENT'S AND FORM TEACHERS' PROSPECTIVE ON THE ROLE OF FORM TEACHERS IN THE EARLY YEARS OF PRIMARY SCHOOL EDUCATION
Abstract:	The master thesis investigates the attitudes the parents’ and form teachers’ prospective on the role of form teachers in the early years of primary school education. The theoretical part defines the form teacher as described in the relevant literature (comparison of various authors) and according to the individual opinion. The form’s teacher role is defined and what characteristics in the eyes of different authors does one need to perform this role. Moreover, the thesis presents the definitions of different authors as well as their perspective to the role of the form teacher, what it comprises and who can be a form teacher. To facilitate understanding of the respective roles, the detailed presentation with various aspects is outlined, as well as the variety of tasks performed. It also presents which competencies should one have in order to perform this important role and feel competent to carry out one of the most important roles during primary school education process. In addition, the tasks of the form teacher are guided by legislation, which also has to be observed. Various legislative documents detail the tasks and the work of form teachers. The empirical part, however, demonstrates the research performed in primary schools among form teachers and parents. The results reveal that most of the form teachers are aware of their roles and what is categorized under the provision of certain role. The results revealed that numerous form teachers refused to perform a role of a form teacher, but there were also teachers who enthusiastically performed this role. A survey among parents revealed that some of them know the role of form teachers very superficially, many of them are not familiar with it at all. Results showed that parents roughly describe the form teachers’ roles, but they do not know for sure what falls within this role. Mostly the parents are of the opinion that the form teachers are overworked, and they would not assign them additional work. The parents and teachers share similar opinion the educational role of the form teacher is of the utmost importance and should be continually performed. Parents also think the form teachers should mostly focus to the educational role in comparison to other roles, therefore they most commonly identified it as the most important.
Keywords:	form teacher, being the form teacher, the role of the form teacher, parents, students, primary school education

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