Prepričanja, vezana na timsko delo in učiteljevo vlogo pri vzpostavljanju spoštljivih vrstniških odnosov: razlike med učitelji razredne in predmetne stopnje

Lipovnik, Tjaša

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Title:	Prepričanja, vezana na timsko delo in učiteljevo vlogo pri vzpostavljanju spoštljivih vrstniških odnosov: razlike med učitelji razredne in predmetne stopnje
Authors:	ID Lipovnik, Tjaša (Author) ID Košir, Katja (Mentor) More about this mentor...
Files:	MAG_Lipovnik_Tjasa_2019.pdf (2,17 MB) MD5: 16932EE8CAEF4E0CE281AE90E8F0AF91 PID: 20.500.12556/dkum/bcd9fd9d-5802-4c84-8488-060deacb56ac
Language:	Slovenian
Work type:	Master's thesis/paper
Typology:	2.09 - Master's Thesis
Organization:	PEF - Faculty of Education
Abstract:	V magistrski nalogi se povezujeta dva koncepta: vloga učitelja pri vzpostavljanju vrstniških odnosov in timsko delo. Namen raziskave je bil preveriti stališča osnovnošolskih učiteljev do timskega poučevanja ter do vloge učitelja pri vzpostavljanju pozitivnih vrstniških odnosov v šoli. Preverilo se je tudi, ali v navedenih konceptih obstajajo razlike med učitelji razrednega in predmetnega pouka. V empiričnem delu raziskave je bila uporabljena deskriptivna raziskovalna metoda na vzorcu 116 osnovnošolskih (50 % predmetnih in 50 % razrednih) učiteljev. Vsi podatki so bili pridobljeni v obliki fizičnih in spletnih anketnih vprašalnikov in obdelani kvantitativno. Z rezultati raziskave se dokazuje, da osnovnošolski učitelji dajejo priložnost timskemu delu. Socialne odnose in vzdušje na delovnem mestu se osebno ocenjuje kot harmonične in spodbudne. Večini osnovnošolskim učiteljem je pomembno, da v razredu vlada prijetna, sproščena in spodbudna razredna klima. Medosebne odnose med učenci se večina ugotavlja z opazovanjem. V določenih segmentih raziskave so se pokazale razlike med razrednimi in predmetnimi učitelji, vendar so zanemarljive. Pri vzpostavljanju pozitivnih odnosov z učenci in med učenci pa se pogosteje poroča s strani razrednih učiteljev v primerjavi s predmetnimi.
Keywords:	tim, timsko delo, učitelji, vrstniški odnosi, vzgoja in izobraževanje.
Place of publishing:	Maribor
Publisher:	[T. Lipovnik]
Year of publishing:	2019
PID:	20.500.12556/DKUM-73990
UDC:	159.922.7:316.472.4:005.64(043.2)
COBISS.SI-ID:	24741896
NUK URN:	URN:SI:UM:DK:OUE4GVVP
Publication date in DKUM:	19.09.2019
Views:	1747
Downloads:	222
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:	13.07.2019

Secondary language

Language:	English
Title:	Beliefs about team work and teacher's role in establishing respectfull peer relationships: the differences berween class and subject teachers
Abstract:	This master's thesis connects two concepts: team work and the role of the teacher in establishing peer relationships. The purpose of the research was to examine the attitudes of primary school teachers towards team teaching and the role of the teacher in establishing positive peer relationships in school. Regarding the mentioned concepts, it was also examined whether there are differences between class and subject teachers. In the empirical part of the research, a descriptive research method was used on a sample of 116 primary school teachers (50% subject and 50% class teachers). All data was acquired in the form of paper or web-based questionnaires and processed quantitatively. It was proven by the results of the research that primary school teachers are embracing team work. Social relations and atmosphere at work are assessed as harmonious and encouraging by the questioned teachers. For most primary school teachers, it is important to maintain a pleasant, relaxed and encouraging atmosphere in the classroom. Interpersonal relationships between students are mostly determined by observations. In certain segments of the research, differences between class and subject teachers were revealed, but they are negligible. The establishment of positive relationships with and between students is more often reported by class teachers than by subject teachers.
Keywords:	team, team work, teachers, peer relationships, education.

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