| | SLO | ENG | Cookies and privacy

Bigger font | Smaller font

Show document Help

Title:Stališča učiteljev o socialni sprejetosti nadarjenih učencev v osnovni šoli : magistrsko delo
Authors:ID Bukovec, Marina (Author)
ID Usenik, Janja (Mentor) More about this mentor... New window
Files:.pdf MAG_Bukovec_Marina_2024.pdf (1,21 MB)
MD5: 0BC82560507F17145F7ABA835B4F64CD
 
Language:Slovenian
Work type:Master's thesis/paper
Typology:2.09 - Master's Thesis
Organization:PEF - Faculty of Education
Abstract:Namen magistrskega dela je bil preučiti stališča učiteljev o socialni sprejetosti nadarjenih učencev v osnovni šoli. Zanimalo nas je, kako učitelji ocenjujejo splošno socialno sprejetost nadarjenih učencev, socialno dinamiko in interakcije med nadarjenimi ter nenadarjenimi učenci, percepcijo in vedenje vrstnikov do nadarjenih učencev ter kakšno vlogo pripisujejo sebi kot učitelju pri socialni sprejetosti nadarjenih učencev. V teoretičnem delu smo najprej opredelili koncept nadarjenosti in razvoj nadarjenih učencev, nadaljevali pa smo s konstruktom socialne sprejetosti nadarjenih učencev, v kar je bilo osredinjeno tudi naše raziskovanje. V empiričnem delu smo predstavili odgovore učiteljev, ki smo jih zbrali s pomočjo spletnega vprašalnika. V raziskavi je skupno sodelovalo 111 učiteljev, ki poučujejo v različnih vzgojno-izobraževalnih obdobjih. Rezultate smo obdelali s statističnim programom SPSS. Izsledki raziskave so pokazali, da učitelji menijo, da so nadarjeni učenci v skupini vrstnikov dobro sprejeti ter ne opažajo razlik v socialni sprejetosti nadarjenih učencev glede na spol. Menijo, da med nadarjenimi in nenadarjenimi učenci prevladujejo pozitivni medsebojni odnosi in interakcije. Ena izmed pomembnejših ugotovitev skozi raziskovanje pa je bila, da socialna sprejetost učiteljem predstavlja konstrukt, na katerega lahko vplivajo in ga poskušajo izboljšati.
Keywords:socialna sprejetost, nadarjeni učenci, odnosi z vrstniki, osnovna šola, stališča učiteljev
Place of publishing:Maribor
Place of performance:Maribor
Publisher:[M. Bukovec]
Year of publishing:2024
Number of pages:1 spletni vir (1 datoteka PDF (X, 84 str.))
PID:20.500.12556/DKUM-90393 New window
UDC:37.015.3(043.2)
COBISS.SI-ID:211363331 New window
Publication date in DKUM:14.10.2024
Views:177
Downloads:83
Metadata:XML DC-XML DC-RDF
Categories:PEF
:
Copy citation
  
Average score:(0 votes)
Your score:Voting is allowed only for logged in users.
Share:Bookmark and Share



Hover the mouse pointer over a document title to show the abstract or click on the title to get all document metadata.

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:02.09.2024

Secondary language

Language:English
Title:Teachers' stances about the social acceptability of gifted students in primary school
Abstract:The aim of the master's thesis was to examine teachers' stances on the social acceptability of gifted pupils in primary school. We were interested in teachers' perceptions of the overall social acceptability of gifted pupils, the social dynamics and interactions between gifted and non-gifted pupils, the perceptions and behaviours of peers towards gifted pupils, and their role in the social acceptability of gifted pupils. In the theoretical part we define the concept of giftedness and the development of gifted students. We then went on to discuss the construct of social acceptability of gifted pupils, which was the focus of our research. In the empirical part, we presented the teachers' responses, which were collected through an online questionnaire. A total of 111 teachers, teaching in different educational periods, took part in the survey. The results were processed using the SPSS statistical program. The research results showed that teachers see gifted pupils as well accepted by their peer group and that they do not observe differences in social acceptability of gifted pupils by gender. They also believe that positive peer relationships and interactions prevail between gifted and non-gifted students. One of the most important findings of the research was that social acceptability to teachers represents a construct they can influence on and try to improve.
Keywords:Social Acceptability, Gifted Students, Peer Relationships, Primary School, Teachers' Stances


Comments

Leave comment

You must log in to leave a comment.

Comments (0)
0 - 0 / 0
 
There are no comments!

Back
Logos of partners University of Maribor University of Ljubljana University of Primorska University of Nova Gorica