20.500.12556/RUL-174152 Kako učitelj_ica razrednega pouka naslavlja tematiko spolnosti dileme in izzivi How the primary school teacher addresses the topic of sexuality dilemmas and challenges V raziskavi sem se osredotočil na to, kako učitelji_ice razrednega pouka (v nadaljevanju RP) naslavljajo tematiko spolnosti v razredu. Preučil sem, s katerimi izzivi in dilemami se sooča učiteljstvo na razredni stopnji v osnovni šoli (v nadaljevanju OŠ), ko poskušajo učencem_kam podati vsebine povezane s človeško spolnostjo. Opredelil sem znanje, kompetence in metode učiteljev_ic RP pri obravnavi spolne vzgoje (v nadaljevanju SV) v izbranih slovenskih OŠ. Analiziral sem poznavanje in razumevanje koncepta celostne spolne vzgoje (v nadaljevanju CSV) učiteljev_ic RP v izbranih slovenskih OŠ ter ovrednotil odnos med učitelji_cami in starši ter drugimi institucijami pri obravnavi SV na razredni stopnji. Pri svojem delu sem izhajal iz sodobnih smernic WHO in UNESCA, ki poudarjata CSV, slednja zajema kognitivne, čustvene, telesne in socialne vidike (bio-psiho-socialni model) spolnosti (UNESCO, 2018). Raziskavo sem izvedel s pomočjo kvalitativne analize polstrukturiranih intervjujev z učitelji_cami RP za poslenimi v izbranih slovenskih OŠ v šolskem letu 2024/25. The research focused on how primary school teachers address the topic of sexuality in the classroom. It examined the challenges and dilemmas that teachers at the primary school level face when attempting to introduce students to topics related to human sexuality. The study identified the knowledge, competencies, and methods used by primary school teachers in ad dressing sex education in selected Slovenian primary schools. It analyzed primary school tea chers understanding and awareness of the concept of Comprehensive Sexuality Education in selected Slovenian primary schools. Furthermore, it evaluated the relationship between tea chers, parents, and other institutions in the context of sex education at the primary school level. The research was based on modern guidelines from WHO and UNESCO, which emphasize Comprehensive Sexuality Education as encompassing cognitive, emotional, physical, and so cial aspects of sexuality (bio-psycho-social model) (UNESCO, 2018). The study was conducted using a qualitative analysis of semi-structured interviews with primary school teachers employed in selected Slovenian primary schools during the 2024/25 school year. Spolnost Spolna vzgoja celostna spolna vzgoja stališča učiteljev razrednega pouka izzivi spolne vzgoje sexuality sex education comprehensive sex education primary school teacher pro spectives challenges of sexuality education true false false T. Zorin Slovenski jezik Angleški jezik Magistrsko delo/naloga 2025-09-28 08:30:05 2025-09-28 08:30:11 2025-11-18 03:57:48 0000-00-00 00:00:00 2025 0 Ljubljana 0 Ljubljana 38, [37] str. pril. 0000-00-00 NiDoloceno NiDoloceno NiDoloceno 0000-00-00 0000-00-00 0000-00-00 613.88(043.2) 192077 251030275 43889.pdf 43889.pdf 1 6C38819ACD5FC07AE420C286849E8B41 6892a2d427b5dbd184bc062350d75dd1ca032f02584acee731b693c205a6ecc3 64409996-9c34-11f0-9328-0050569b8976 https://repozitorij.uni-lj.si/Dokument.php?lang=slv&id=218911 Pedagoška fakulteta 0 0 0