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Title:Gledališka pedagogika pri poučevanju tujega jezika v 1. VIO : magistrsko delo
Authors:ID Županič, Zala (Author)
ID Brumen, Mihaela (Mentor) More about this mentor... New window
Files:.pdf MAG_Zupanic_Zala_2023.pdf (2,09 MB)
MD5: AD19A39E455433DF4ABBFD6A78368CF1
 
Language:Slovenian
Work type:Master's thesis/paper
Typology:2.09 - Master's Thesis
Organization:PEF - Faculty of Education
Abstract:Glavni namen magistrskega dela je ugotoviti, v kolikšni meri in na kakšen način se učitelji, ki poučujejo TJ v 1. VIO, poslužujejo vključevanja GP v pouk TJ na razredni stopnji OŠ. V teoretičnem delu smo se najprej osredotočili na pomen gledališča v vzgojno-izobraževalnem procesu, nadalje smo predstavili pomen GP na splošno ter njeno vlogo pri poučevanju TJ v 1. VIO. Predstavili smo številne tehnike ter metode GP, ki so lahko učiteljem v pomoč pri poučevanju TJ v 1. VIO. Teoretični del smo zaključili z navedbo raziskav, ki so se osredotočile predvsem na pozitivne učinke, ki jih GP nudi učencem in učiteljem pri poučevanju TJ v OŠ. V empiričnem delu smo predstavili rezultate raziskave, ki smo jo opravili s pomočjo spletnega anketnega vprašalnika in zbrali podatke na vzorcu 81 učiteljev, ki poučujejo TJ v 1. VIO na slovenskih osnovnih šolah. Zanimale so nas razlike v odgovorih učiteljev RP, ki poučujejo TJ v 1. VIO, ter med učitelji TJ, ki poučujejo TJ v 1. VIO, glede na izobrazbo ter delovno dobo. Rezultati so pokazali, da večina učiteljev, ki poučujejo TJ v 1. VIO, občasno uporabljajo GP. So si pa učitelji bolj ali manj enotni, da vključevanje GP v pouk TJ nudi številne pozitivne učinke. Najpogostejši razlogi za vključevanje GP v pouk so po navedbah učiteljev popestritev pouka, večja motivacija in interes učencev za učenje TJ. Rezultati raziskave so lahko učiteljem, ki poučujejo TJ v 1. VIO, dobro izhodišče, zakaj se opogumiti in vključevati GP v pouk TJ v OŠ. Slednji nudi številne pozitivne učinke tako za učence kot učitelje (motivirani, aktivni učenci; razvoj tuje-jezikovnih struktur; razvoje mpatije, domišljije, ustvarjalnosti; razvoj govorno-jezikovnih veščin; krepitev neverbalne komunikacije, pozornosti; kognitivna rast učencev, ...).
Keywords:gledališka pedagogika, tuj jezik, osnovna šola, 1. vzgojno-izobraževalno obdobje
Place of publishing:Maribor
Place of performance:Maribor
Publisher:[Z. Županič]
Year of publishing:2023
Number of pages:1 spletni vir (1 datoteka PDF (XVI, 108 str.))
PID:20.500.12556/DKUM-84033 New window
UDC:37.091.2/.3:[811.111'243+792](043.2)
COBISS.SI-ID:151832835 New window
Publication date in DKUM:12.05.2023
Views:859
Downloads:196
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:31.03.2023

Secondary language

Language:English
Title:Theatre pedagogy in foreign language teaching in the first educational period
Abstract:The main purpose of this master’s thesis is to determine to what extent and how teachers who teach a foreign language in the first educational period (in the following referred to as “the 1. EP”) include theatre pedagogy in foreign language lessons at the elementary school level. In the theoretical part, we first focused on the importance of theatre in the educational process, then we presented the overall meaning of theatre pedagogy and its role in foreign language teaching in the 1. E.P. We introduced many techniques and methods of theatre pedagogy that can help teachers in foreign language teaching in the 1. EP. We concluded the theoretical part by citing research that focused mainly on the positive effects theatre pedagogy has on students and teachers in foreign language teaching in elementary schools. In the empirical part, we presented research results which we conducted with the help of an online survey questionnaire and collected data on a sample of 81 teachers, who teach in the 1. EP at Slovenian elementary schools. We were interested in the different answers of classroom teachers who teach a foreign language in the 1. EP, and foreign language teachers who teach in the 1. EP according to qualification and seniority. Results have shown that most foreign language teachers in the 1. EP use theatre pedagogy occasionally. However, the teachers had a uniform opinion that theatre pedagogy inclusion has many positive effects on foreign language lessons. They believe the most common reason for inclusion is adding some excitement to lessons, higher motivation, and students’ interest in learning a foreign language.The research results can be a good starting point for foreign language teachers in the 1. EP to take courage and include theatre pedagogy in foreign language lessons in elementary schools. It offers many positive effects for both students and teachers (motivated, active students; development of foreign language structures; development of empathy, imagination, creativity; development of speech and language skills; strengthening of non-verbal communication, attention; cognitive growth of students...).
Keywords:theatre pedagogy, foreign language, elementary school, first educational period


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