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Title:Učiteljevo prepoznavanje anksioznih učencev na razredni stopnji : magistrsko delo
Authors:ID Turičnik, Andreja (Author)
ID Usenik, Janja (Mentor) More about this mentor... New window
Files:.pdf MAG_Turicnik_Andreja_2021.pdf (1,04 MB)
MD5: 3359321EC8969147B06FA747831A6FC8
PID: 20.500.12556/dkum/2a7d7230-10ee-4285-b520-0b22ca67a03a
 
Language:Slovenian
Work type:Master's thesis/paper
Typology:2.09 - Master's Thesis
Organization:PEF - Faculty of Education
Abstract:Vedno bolj se brez tabujev govori o različnih motnjah anksioznosti. Kot učitelji se moramo zavedati, da anksioznosti ne občutijo samo odrasli, ampak tudi otroci. Starši, zaradi vse bolj stresnega načina življenja, slednjega prenašajo tudi na otroke. Pri tem lahko otroci občutijo velik pritisk in tesnobo. V teoretičnem delu smo pregledali dela in raziskave različnih slovenskih in tujih avtorjev, ki so pisali o anksioznih motnjah, prepoznavanju teh ter tehnikah, s katerimi lahko učitelji in starši pomagajo otrokom premagovati anksioznost. V empiričnem delu smo s pomočjo spletnega vprašalnika želeli ugotoviti, kakšne poglede imajo na anksioznost učitelji razrednega pouka in kako jo pri svojih učencih prepoznavajo. V raziskavo je bilo vključenih 116 anketirancev, ki so bili del priložnostnega vzorca, saj smo anketo objavili v spletnem okolju 1ka. Ugotovili smo, da učitelji na splošno dobro poznajo znake anksioznosti in jih pri svojih učencih tudi prepoznajo. Ugotovili smo tudi, da so učitelji, ki so na začetku kariere, praviloma prepoznali več znakov anksioznosti kot učitelji z daljšo delovno dobo. Okolje, v katerem učitelji poučujejo, ni povezano s prepoznavanjem znakov anksioznosti pri učencih. Kot najpogostejši znak anksioznosti so anketiranci navedli težave z zbranostjo. V nasprotju z našimi hipotezami pa so udeleženci večinoma odgovorili, da se anksioznost pojavlja v manjši meri. Kar pomeni, da anksioznost v šoli ni tako pogosta, kot smo predvidevali, ali pa je učitelji ne prepoznavajo v tolikšni meri. S pomočjo vprašalnika smo ugotovili, da učitelji uporabljajo dodatne prilagodite pri poučevanju anksioznih učencev. Pri tem je najpogosteje navedena metoda ta, da se nameni več časa preverjanju znanja. Izvedeli smo tudi, da si učitelji želijo dodatnih usposabljanj na področju poučevanja anksioznih učencev. Dejstvo je spodbudno, saj so s tem učitelji pokazali, da se problematike zavedajo in se na tem področju želijo tudi dodatno izpopolniti.
Keywords:Anksioznost, razredna stopnja, prepoznavanje anksioznosti.
Place of publishing:Maribor
Place of performance:Maribor
Publisher:[A. Turičnik]
Year of publishing:2021
Number of pages:1 spletni vir (1 datoteka PDF (X, 60 str.))
PID:20.500.12556/DKUM-80438 New window
UDC:373.3:159.96(497.4)(043.2)
COBISS.SI-ID:84943107 New window
Publication date in DKUM:15.11.2021
Views:1197
Downloads:150
Metadata:XML DC-XML DC-RDF
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:13.09.2021

Secondary language

Language:English
Title:Teacher's recognition of anxiety in students at the lower levers of primary school
Abstract:Nowadays, various anxiety disorders are being discussed more openly than ever. As teachers, we need to be aware that anxiety is not only felt by adults but by children as well. Due to an increasingly stressful lifestyle, parents are passing their stress on to their children. In doing so, many children may feel anxious and under pressure. The theoretical part comprises an overview of the work and research of various Slovenian and foreign authors who have written about anxiety disorders, the methods of their identification and different techniques teachers and parents can use to help children overcome anxiety. In the empirical part, we used an online questionnaire to determine the opinions classroom teachers have on anxiety and how they recognize it in students. The survey included 116 participants who were part of a random sample, as we published the survey in the 1ka online environment. We determined that teachers are generally well aware of the signs of anxiety and are able to recognize it in their students. We also found out that teachers who are early in their careers tend to recognize more signs of anxiety than senior teachers do. The environment in which the teachers work is not related to recognizing signs of anxiety in students. The participants mentioned difficulty concentrating as the most common sign of anxiety. Contrary to our hypothesis, the participants mostly stated that anxiety is present in a small percentage. This means that anxiety in schools is not as common as anticipated or that teachers do not recognize it in such extent. Using our questionnaire, we found out that teachers use additional adjustments when working with anxious students. The most commonly mentioned method is spending more time evaluating knowledge. We also learned that teachers want to participate in additional training for working with anxious students. This is an encouraging fact as it shows that teachers are aware of the problems and wish to improve in this area.
Keywords:Anxiety, lower levels of primary school, recognition of anxiety.


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