Ustvarjalnost v očeh slovenskih osnovnošolskih učiteljev

Kaučič, Sara

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Title:	Ustvarjalnost v očeh slovenskih osnovnošolskih učiteljev
Authors:	ID Kaučič, Sara (Author) ID Kozmus, Andreja (Mentor) More about this mentor...
Files:	MAG_Kaucic_Sara_2020.pdf (1,70 MB) MD5: B835C059CB224F6382C505A7A2F63C10 PID: 20.500.12556/dkum/9629a597-a919-4b3d-89d2-4f716af007ce
Language:	Slovenian
Work type:	Master's thesis/paper
Typology:	2.09 - Master's Thesis
Organization:	FF - Faculty of Arts
Abstract:	Ustvarjalnost ima lahko velik vpliv na celostni razvoj učenca. Glavna naloga šole ni zgolj podajanje faktografskega znanja in njegova zapomnitev, temveč je naloga šole tudi učiti za življenje. Le z ustvarjalnim načinom razmišljanja se bodo otroci naučili prilagajati, iskati nove poti, se spopadati in reševati probleme, ki jih čakajo v sedanjosti in bližnji prihodnosti. Cilj magistrske naloge je ugotoviti stališča slovenskih osnovnošolskih učiteljev glede vpliva na razvoj otrokove ustvarjalnosti pri pouku. Še posebej nas zanima, kaj je tisto, kar vpliva (bodisi spodbuja ali zavira) na razvoj ustvarjalnosti pri pouku osnovnošolcev. Zato smo v magistrski nalogi raziskali stališča učiteljev o ustvarjalnosti. V teoretičnem delu smo najprej opredelili pojem ustvarjalnosti in njegovo razumevanje v različnih časovnih obdobjih ter zapisali splošne kriterije ustvarjalnosti. Nato smo pojem uvrstili v šolski prostor, kjer smo raziskali ustvarjalnost z vidika zakonodaje, vodstva šole, učitelja, učenca itd. Na koncu teoretičnega dela smo učiteljem v pomoč pri poučevanju ponudili predloge in rešitve za spodbujanje ustvarjalnosti tako na nacionalni ravni kot na ravni razreda. V empiričnem delu so nas zanimala stališča slovenskih učiteljev o ustvarjalnosti. Kaj po njihovem mnenju najbolj spodbuja oz. zavira njihovo ustvarjalnost pri pouku ter na kakšen način? Prav tako nas je zanimalo, kje učitelji pridobivajo znanja o ustvarjalnih metodah poučevanja in kako pogosto se teh izobraževanj udeležijo. Na koncu smo učitelje prosili, da so z nami delili konkretne primere njihovega spodbujanja ustvarjalnosti pri pouku. Ob tem so nas zanimali vloga spola, leta delovne dobe učitelja, stopnja ter predmet poučevanja. V raziskavi je sodelovalo 196 učiteljev slovenskih osnovnih šol. Z raziskavo smo ugotovili, da imajo učitelji pozitivna stališča do ustvarjalnosti. Znotraj stopnje in predmeta poučevanja se pojavljajo statistično pomembne razlike v spodbujanju ustvarjalnosti. Pri pouku učitelji večinoma uporabljajo metode, ki spodbujajo k ustvarjalnosti. Kljub temu se znotraj spola, let delovne dobe in predmeta poučevanja med učitelji pojavljajo statistično pomembne razlike. Čeprav večina učiteljev meni, da je največji zaviralec ustvarjalnost šolska zakonodaja, se prav tako pojavijo razlike v letih delovne dobe. Ugotovimo, da večina učiteljev pridobi znanja na temo ustvarjalnosti z raznimi izobraževanji in lastnim raziskovanjem; pri tem se izobraževanj v večini udeležijo enkrat letno, a se tudi znotraj te ugotovitve kažejo statistično pomembne razlike glede predmeta poučevanja.
Keywords:	učitelj, učenec, vpliv na ustvarjalnost, ustvarjalnost, spodbujanje, zaviranje.
Place of publishing:	Maribor
Publisher:	[S. Kaučič]
Year of publishing:	2020
PID:	20.500.12556/DKUM-78270
UDC:	37.011.3-051(043.2)
COBISS.SI-ID:	46227971
NUK URN:	URN:SI:UM:DK:5D1U8NBD
Publication date in DKUM:	11.01.2021
Views:	1177
Downloads:	175
Metadata:
Categories:	FF
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Licences

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

Link:	http://creativecommons.org/licenses/by-nc/4.0/
Description:	A creative commons license that bans commercial use, but the users don’t have to license their derivative works on the same terms.
Licensing start date:	29.11.2020

Secondary language

Language:	English
Title:	Creativity in the eyes of slovenian primary school teachers
Abstract:	Creativity can have a major influence on a student’s holistic development. The main task of the school is not only to present factual knowledge and memorizing it. The task of the school is also to teach for life. Only with a creative way of thinking, children will learn to adapt, look for new paths, cope and solve the problems that await them in the present and the near future The goal of the master's thesis is to ascertain the views of Slovenian elementary school teachers regarding the influence on the development of children's creativity during the lessons. We are particularly interested in what influences (either encourages or discourages) the development of creativity in elementary school teaching. In the master's thesis, therefore, we researched teachers' views on creativity. In the theoretical part, we first defined the concept of creativity and its understanding in different time periods and wrote down the general criteria of creativity. Then, we placed the concept in the school space where we explored creativity from the perspective of legislation, school management, teacher, student, etc. At the end of the theoretical part, we offered teachers suggestions and solutions to encourage creativity to help them teach both on the national and the class levels. In the empirical part, we were interested in the views of Slovenian teachers on creativity. What, in their opinion, most encourages or discourages their creativity during the lessons, and in what way? We were also interested in where teachers gain knowledge about creative teaching methods and how often they attend these pieces of training. In the end, we asked the teachers to share actual examples of their encouragement of creativity during the school lessons with us. At the same time, we were interested in the role of gender, years of service of a teacher, level, and the subject of teaching. 196 teachers of the Slovenian elementary schools participated in the research. By the research, we ascertained that teachers have positive attitudes towards creativity. Within the level and the subject of teaching, statistically significant differences appear in the promotion of creativity. During the lessons, teachers mostly use methods that encourage creativity. Nevertheless, there are statistically significant differences between teachers within gender, years of service, and the subject of teaching. Although most teachers believe that the biggest discouragement of creativity is school legislation, differences in years of service also occur. We ascertain that most teachers acquire knowledge on the topic of creativity through different pieces of training and their own research. In the process, they attend training once a year on most occasions. Even within this ascertainment, statistically significant differences appear regarding the subject of teaching.
Keywords:	: teacher, student, influence on creativity, creativity, encouragement, discouragement.

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