Spopadanje z avtoriteto pri učiteljih začetnikih : magistrsko delo

Moravec, Špela (avtor), Krek, Janez (mentor)

Živimo v času sprememb, ki se dogajajo na vseh področjih našega življenja. Napredovanje znanja in razvoj tehnologije od nas zahtevata spremembe tudi v šolskem okolju. Pedagog je postavljen na mesto, kjer mora izpolnjevati svojo izobraževalno kot tudi vzgojno funkcijo. V skladu z različnimi vzgojnimi teorijami mora imeti učitelj za poučevanje avtoriteto. Preizkušanje avtoritete učitelja s strani učencev je učiteljevo vsakdanje izkustvo. Ali se bo pri tem preizkusu znal, želel in zmogel vzpostaviti kot odgovorna oseba za red in disciplino v razredu, pa ni samoumevno. Pravzaprav bi lahko rekli, da je danes to eden izmed težjih elementov v vzgoji. Še poseben izziv je vzpostavljanje avtoritete učiteljem, ki so šele na začetku svoje kariere in se pri tem srečujejo s številnimi ovirami. V uvodnem teoretičnemu delu magistrskega dela sem se osredotočila na opredelitev avtoritete in različnih tipov učiteljeve avtoritete po Bernsteinu, discipliniranje in kaznovanje ter na profesionalni razvoj učitelja. Za moje magistrsko delo so bili pomembni učitelji začetniki, ki ne poučujejo dlje od treh let. Namen mojega raziskovanja je bil, ugotoviti, kako se spopadajo s preizkušanjem avtoritete učitelji na začetku svoje poklicne kariere in kako dobro so bili o tej tematiki poučeni na fakulteti. Zanimalo me je, kakšne strategije discipliniranja uporabljajo ter katerim razlogom pripisujejo upad discipline na šolah. Za učitelje začetnike sem se odločila, saj sem tudi sama učitelj pred začetkom poučevanja, prav tako pa smo dandanes priča porastu permisivne vzgoje. Učitelj razrednega pouka je v posebnem položaju, saj je v prvih letih šolanja še mogoče vplivati na vzgojo učencev in nadoknaditi, kar je mogoče bilo zamujeno v predšolskem obdobju. Z magistrskim delom pa tudi želim osveščati, da je avtoriteta nujno potrebna za razvoj in obstoj družbe. V empiričnem delu magistrskega dela je sodelovalo 178 učiteljev začetnikov. Rezultati so pokazali, da so srednje zadovoljni s prejetim znanjem na fakulteti o vzpostavljanju avtoritete, prav tako so srednje ocenili svojo usposobljenost za vzdrževanje avtoritete v razredu. Največ težav jim predstavljajo kratka in jasna navodila in dejstvo, da učencem prehitro popustijo. Pri vzdrževanju discipline v razredu se največkrat poslužujejo načina, da moteče učence presedejo ali pa obvestijo njihove starše. Upad discipline v šolah pripisujejo pojavu permisivnosti v družbi in nezadostni učiteljevi usposobljenosti za uveljavljanje avtoritete. Glede na nekatere prejšnje raziskave, ki so vključevale populacijo učiteljev na posamezni šoli, je nepričakovan rezultat, da je med anketiranimi učitelji začetniki najpogostejši avtoritativen tip avtoritete. Dobljen rezultat sem natančnejše analizirala in pojasnila v empiričnemu delu magistrskega dela.

• Jezik: Slovenski jezik
• Ključne besede: avtoriteta, učitelj začetnik, vzdrževanje discipline, avtoritativen stil poučevanja, spremembe in izzivi v šolstvu
• Vrsta gradiva: Magistrsko delo/naloga
• Tipologija: 2.09 - Magistrsko delo
• Organizacija: PEF - Pedagoška fakulteta
• Kraj izida: Ljubljana
• Založnik: Š. Moravec
• Leto izida: 2023
• Št. strani: 1 spletni vir (1 datoteka PDF (53 str.))
• PID: 20.500.12556/RUL-149735
• UDK: 37.011.3-051(043.2)
• DOI: 20.500.12556/RUL-149735
• COBISS.SI-ID: 164227843
• Datum objave v RUL: 08.09.2023

MORAVEC, Špela, 2023, Spopadanje z avtoriteto pri učiteljih začetnikih : magistrsko delo [na spletu]. Magistrsko delo. Ljubljana : Š. Moravec. [Dostopano 21 april 2025]. Pridobljeno s: https://repozitorij.uni-lj.si/IzpisGradiva.php?lang=slv&id=149735

Sekundarni jezik

• Jezik: Angleški jezik
• Naslov: Dealing with Authority in Prospective Teachers

Izvleček

We are living in a time of changes, which are happening in all areas of our lives. The increase in knowledge and the development of technology require us to make changes in the school environment as well. The teacher is placed in a position, where he has to fulfil his educational as well as parenting function. In accordance with various educational theories, a teacher must possess authority for teaching. Challenging the teacher's authority by the pupils is the teacher's everyday experience. Whether the teacher will know how, be willing and able to establish himself as the person responsible for order and discipline in the classroom is not self-evident. In fact, it could be said that this is one of the more difficult elements in education today. Establishing authority is particularly challenging for teachers, who are just starting out in their careers and who face many obstacles in doing so. In the introductory theoretical part of the master's thesis I focused on the definition of authority and the different types of teacher's authority according to Bernstein, on discipline and punishment, and on teacher's professional development. For my master's thesis, novice teachers who have been teaching for no more than three years were relevant. The purpose of my research was to determine out how teachers at the beginning of their professional career cope with the challenge of authority and how well they were educated on topic in college. I was interested in what strategies of discipline they use and to what reasons they attribute the decline of discipline in schools. I chose to focus on novice teachers because I am one myself and we are also witnessing a rise in permissive education nowdays. The primary school teacher is in a special position, because in the early years of schooling it is still possible to influence the upbringing of pupils and to make up for what may have been lost in the pre-school period. With my master's thesis, I want to raise awareness that authority is indispensable for the development and existence of society. 178 novice teachers participated in the empirical part of the master's thesis. The results showed that they rated medium satisfaction with the knowledge they received at the faculty on establishing authority, and they rated their competence to maintain authority in the classroom also as medium. The biggest problems for them are short and clear instructions, and the fact that they give in too quickly to pupils. The most common way of maintaining discipline in the classroom for them is to transfer disruptive pupils or to inform their parents. The decline in discipline in schools is attributed to the phenomenon of permissiveness in the society and to insufficient teacher's competence to exercise authority. In accordance with some previous studies involving a population of teachers at a specific school, an unexpected result is that among the surveyed teachers, authoritative type of authority is the most common among beginners. I have analysed and explained this result in more detail in the empirical part of the master's thesis.

• Ključne besede: authority, novice teacher, maintaining discipline, authoritative teaching style, changes and challenges in education