Samoučinkovitost učiteljev pri delu z učenci z učnimi ter čustvenimi in vedenskimi težavami

Kuronja, Maja

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Title:	Samoučinkovitost učiteljev pri delu z učenci z učnimi ter čustvenimi in vedenskimi težavami
Authors:	ID Kuronja, Maja (Author) ID Schmidt Krajnc, Majda (Mentor) More about this mentor... ID Čagran, Branka (Comentor)
Files:	DOK_Kuronja_Maja_2018.pdf (2,11 MB) MD5: 48638383D9B3FCA45E6815390BDC3ED0 PID: 20.500.12556/dkum/19d696dd-28ee-4fb9-8c4d-6bd4ccc32860
Language:	Slovenian
Work type:	Doctoral dissertation
Organization:	PEF - Faculty of Education
Abstract:	Doktorska disertacija obravnava zaznavanje samoučinkovitosti učiteljev pri delu z učenci z učnimi ter čustvenimi in vedenjskimi težavami. V teoretičnem delu so najprej predstavljena dosedanja znanstvena spoznanja o integraciji/inkluziji otrok s posebnimi potrebami, pri čemer smo se natančneje osredotočili na otroke z učnimi ter čustvenimi in vedenjskimi težavami, ki so lahko vključeni v redne oblike vzgoje in izobraževanja ali pa so vključeni v institucionalno vzgojo in izobraževanje (mladinski dom, vzgojni zavod). Sledi del, v katerem smo proučevali pojem samoučinkovitosti na splošno in posebej za učitelje ter se usmerili v učinkovitost učiteljev pri delu z učenci z učnimi ter čustvenimi in vedenjskimi težavami. V prvem delu empirične raziskave smo, z vprašalnikom avtoric Tschannen-Moran in Woolfolk Hoy (2001), proučevali zaznavanje samoučinkovitosti učiteljev na področju učenčevega sodelovanja, poučevanja in vodenja razreda. V drugem delu nas je zanimala odzivnost učiteljev na zahteve poučevanja učencev z učnimi ter čustvenimi in vedenjskimi težavami, uporabili smo deset trditev avtoric Woolfson in Brady (2009). V tretjem delu smo zbirali podatke o tem, kako učitelji ocenjujejo svoje sposobnosti uporabe znanj z različnih področij in mnenje učiteljev o številu učencev z učnimi ter čustvenimi in vedenjskimi težavami v oddelku. Pri vseh vprašanjih smo ugotavljali razlike med učitelji na rednih osnovnih šolah (n = 81) in učitelji, ki poučujejo otroke iz institucionalne vzgoje in izobraževanja (n = 81). Rezultati so pokazali, da obstajajo statistično značilne razlike glede na šolo poučevanja pri odzivanju na potrebe učencev z učnimi ter čustvenimi in vedenjskimi težavami ter pri uporabi znanj z različnih področij. Učitelji, ki poučujejo na rednih osnovnih šolah, izražajo višjo stopnjo učinkovitosti na področju sodelovanja z družino učenca z učnimi in vedenjskimi težavami, pogosteje preizkušajo različne strategije in pristope pri delu z učenci s težavami in višje ocenjujejo svoje sposobnosti uporabe znanj z različnih področij. Učitelji, ki poučujejo otroke iz institucionalne vzgoje in izobraževanja, pa izražajo višjo učinkovitost pri nekaterih postavkah učenčevega sodelovanja, pri oceni razumevanja poučevane snovi pri učencu in na področjih vodenja razreda, ki se navezujejo na obvladovanje motečega vedenja, na vzpostavljanje rutine in pri učenčevem upoštevanju razrednih pravil. Število otrok s težavami je po mnenju obeh skupin učiteljev višje od uradnih podatkov. V zaključku smo oblikovali smernice za izboljšanje samoučinkovitosti pri delu z učenci z učnimi ter čustvenimi in vedenjskimi težavami.
Keywords:	integracija/inkluzija, otroci z učnimi ter čustvenimi in vedenjskimi težavami, osnovna šola, institucionalna vzgoja in izobraževanje, samoučinkovitost učiteljev
Place of publishing:	Maribor
Publisher:	[M. Kuronja]
Year of publishing:	2018
PID:	20.500.12556/DKUM-66753
UDC:	37.011.3-051:376(043.3)
COBISS.SI-ID:	297292288
NUK URN:	URN:SI:UM:DK:O9C4TWUG
Publication date in DKUM:	20.11.2018
Views:	2722
Downloads:	1389
Metadata:
Categories:	PEF
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Licences

License:	CC BY-NC-ND 4.0, Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International

Link:	http://creativecommons.org/licenses/by-nc-nd/4.0/
Description:	The most restrictive Creative Commons license. This only allows people to download and share the work for no commercial gain and for no other purposes.
Licensing start date:	08.07.2017

Secondary language

Language:	English
Title:	Teachers' perception of self-efficacy while working with pupils with learning, emotional and behavioural issues
Abstract:	This doctoral dissertation deals with teachers' perception of self-efficacy while working with pupils with learning, emotional and behavioural issues. The theoretical part firs presents existing scientific findings regarding the integration/inclusion of children with special needs, with special attention devoted to children with learning, emotional and behavioural issues who can take part either in regular education or in centre-based education (i.e. youth care centre, residential treatment institution). The next part explores the notion of self-efficacy in general and more specifically in teachers, especially their efficacy while working with pupils with learning, emotional and behavioural issues. The first part of the empirical research is based on the Tschannen-Moran and Woolfolk Hoy questionnaire (2001), which examines the perception of self-efficacy in areas such as pupil's cooperation, teaching, and leading the class. The second part focuses on teachers' responsiveness to the challenges of teaching pupils with learning, emotional and behavioural issues using the 10 statements by Woolfson and Brady (2009). As for the third part, it contains information about how teachers assess their own ability to use their knowledge of various areas, and their estimation of the number of pupils with such issues in their class. The goal was to identify any differences between teachers working in ordinary primary schools (n=81) and teachers working in centre-based education (n=81). The findings point to statistically significant differences in terms of the teaching approach, the response to the needs of pupils with learning, emotional and behavioural issues, and in applying knowledge from different spheres. Teachers from regular primary schools are more efficient in cooperating with the family of the pupil with learning and behavioural issues. Moreover, they are more inclined to use different strategies and approaches to working with such pupils. Their assessment of their ability to apply knowledge from various spheres is also higher. However, teachers working in centre-based education seem to be more efficient in some areas of pupil cooperation, in their assessment of pupils' understanding of a topic, and in some areas of leading the class, particularly handling problematic behaviour, establishing a routine, and making sure that pupils abide by class rules. Both groups of teachers believed that the number of pupils with such issues is actually higher than official data suggest. The final part provides some guidelines for improving teacher self-efficacy while working with pupils with learning, emotional and behavioural issues.
Keywords:	integration/inclusion, children with learning, emotional and behavioural issues, primary school, centre-based education, teacher self-efficacy

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