Predmet šport v času šole na  daljavo v prvem vzgojno-izobraževalnem obdobju : magistrsko delo

Širovnik, Aleksandra

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Title:	Predmet šport v času šole na daljavo v prvem vzgojno-izobraževalnem obdobju : magistrsko delo
Authors:	ID Širovnik, Aleksandra (Author) ID Matejek, Črtomir (Mentor) More about this mentor...
Files:	MAG_Sirovnik_Aleksandra_2021.pdf (2,01 MB) MD5: BDF2C04D2F2104A7A961D951F95A8E7E PID: 20.500.12556/dkum/045e00fa-96bc-4791-bec1-cdc8c6656796
Language:	Slovenian
Work type:	Master's thesis/paper
Typology:	2.09 - Master's Thesis
Organization:	PEF - Faculty of Education
Abstract:	Namen raziskave je bil raziskati in ugotoviti, kako je v času šolanja na daljavo potekalo izobraževanje pri predmetu šport v prvem vzgojno-izobraževalnem obdobju, kako so se učitelji pripravljali na pouk predmeta šport in kako je potekala izvedba predmeta v primerjavi z ostalimi predmeti ter primerjati podobnosti in razlike v soočanju s težavami, ki so jih imeli v času šolanja na daljavo učitelji glede na krajši ali daljši delovni staž. V raziskavo je zajetih 180 učiteljev iz vseh regij Slovenije, ki so v času šole na daljavo poučevali predmet šport v prvem vzgojno-izobraževalnem obdobju. V magistrskem delu smo uporabili deskriptivno in kavzalno-neeksperimentalno metodo pedagoškega raziskovanja. Podatke smo pridobili z anketo in jih obdelali v programu IBM SPSS 25. Rezultati raziskave so pokazali, da je največ učiteljev svoje delo na začetku šole na daljavo ocenilo z oceno 3 (42,13 %) in na koncu največ z oceno 4 (60,34 %). Večina učiteljev je za pripravo na poučevanje predmeta šport porabila manj časa (53,33 %) kot za ostale predmete. Učne ure predmeta šport so bile pri dveh tretjinah učiteljev načrtovane v krajšem časovnem okviru, kot je ena šolska ura (66,67 %). Najpogostejši metodi pri pouku predmeta šport sta bili metoda demonstracije (55,03 %) in metoda razlage (38,26 %). Pri podajanju navodil in izvajanju pouka predmeta šport so učitelji najpogosteje uporabljali videoposnetke s spleta (29,75 %) in zapis v Word dokumentu (26,79 %). Polovica učiteljev (50,56 %) je starše vključila le do te mere, da so učencem podali informacije o delu in posredovali povratne informacije učitelju. Ugotovitve kažejo, da so učitelji pri pouku predmeta šport v času dela na daljavo le delno obdelali praktične in teoretične vsebine. Splošni cilji iz učnega načrta za predmet šport pa so bili v obdobju šole na daljavo uresničeni v večini. Raziskava je pokazala, da se učitelji s krajšim in daljšim delovnim stažem enako uspešno soočajo s specifičnimi težavami pri pripravi ter izvedbi predmeta šport v času šole na daljavo.
Keywords:	predmet šport, šola na daljavo, izobraževanje na daljavo, vloga učitelja, posebnosti in težave šole na daljavo
Place of publishing:	Maribor
Place of performance:	Maribor
Publisher:	[A. Širovnik]
Year of publishing:	2021
Number of pages:	1 spletni vir (1 datoteka PDF (XV, 76 str.))
PID:	20.500.12556/DKUM-80188
UDC:	37.018.43:004:796(043.2)
COBISS.SI-ID:	85396483
Publication date in DKUM:	18.11.2021
Views:	1031
Downloads:	128
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:	01.09.2021

Secondary language

Language:	English
Title:	Physical Education during the Distance Learning Period in the First Educational Cycle
Abstract:	The purpose of the graduation thesis is to research and determine how schooling was conducted during distance learning in physical education (P.E.) in the first educational period, how teachers prepared for teaching P.E. and how classes were conducted in comparison with other subjects; the thesis also compares the similarities and differences in coping with problems teachers had during distance learning depending on seniority. The research covers 180 teachers from all Slovenian regions who taught P.E. in the first educational period during distance learning. The master’s thesis uses the descriptive and causal-non-experimental method of pedagogical research. Data was obtained through a survey and processed in IBM SPSS 25. The results of the research show that most teachers evaluated their work with a grade of 3 (42.13%) at the beginning of distance learning and with a grade of 4 (60.34%) at the end of distance learning. Most teachers spent less time (53.33%) preparing for teaching P.E. than other subjects. P.E. lessons were planned in a shorter time frame than one school hour (66.67 %) by two thirds of the teachers. The two most common methods in P.E. were the method of demonstration (55.03 %) and the method of explanation (38.26 %). In giving instructions and teaching, P.E. teachers most often used internet videos (29.75 %) and MS Word documents (26.79 %). Half of the teachers (50.56 %) involved parents only to the extent that they gave the students information about the lessons and provided feedback to the teacher. The findings show teachers only partially discussed practical and theoretical content in P.E. during distance learning. General objectives from the curriculum for P.E. were mostly realised during distance learning. The research shows teachers with shorter and longer seniority were equally successful in coping with specific problems and course performance during distance learning.
Keywords:	physical education (P.E.), distance learning, the role of the teacher, peculiarities and problems of distance learning

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