20.500.12556/RUL-180612 Stališča in izkušnje učiteljev o diferenciaciji pri poučevanju angleščine v 2. VIO magistrsko delo Teachers' Views and Experiences on Differentiating English Lessons in the Second Triad of Primary School Učitelji, ki poučujejo tuji jezik, morajo pouk diferencirati in upoštevati raznolike potrebe vseh učencev, saj lahko le na tak način zagotovijo in upoštevajo enake možnosti za uspeh vseh. Trenutno je razmeroma malo znanega o tem, kako učitelji angleščine kot tujega jezika, ki delajo v slovenskem javnem šolstvu, dojemajo koncept diferenciacije, v kolikšni meri ga izvajajo v praksi in s katerimi izzivi se pri izvajanju diferenciacije srečujejo. V magistrskem delu smo s pomočjo intervjujev raziskovali poglede in prakse učiteljic angleščine v drugem vzgojno-izobraževalnem obdobju glede uporabe diferenciacije pri pouku angleščine. V raziskavi je sodelovalo deset učiteljic iz treh osnovnih šol v širšem območju Ljubljane, ki so v šolskem letu 2024/25 poučevale angleščino v 4. in 5. razredu. Zanimali so nas njihov odnos do diferenciacije, pogostost in način njenega izvajanja ter uporabljene strategije in dejavniki, ki vplivajo na njihovo izbiro. Preučevali smo tudi, kako usposobljene se učiteljice počutijo za kakovostno izvajanje diferenciacije pri pouku angleščine, s katerimi izzivi in težavami se srečujejo in kako jih rešujejo. Ugotovitve so pokazale, da je diferenciacija pri pouku angleščine nujna, vendar v praksi še vedno neenotno in nepopolno uresničena. Izkušenejše učiteljice so jo razumele kot sestavni del kakovostnega poučevanja, medtem ko so začetnice pogosto izražale negotovost in pomanjkanje strokovne podpore. Raziskava poudarja, da učitelji potrebujejo več strokovne podpore, kakovostna in ciljno usmerjena izobraževanja, dostop do ustreznih učnih gradiv ter priložnosti za sodelovanje in izmenjavo izkušenj, saj se kompetence za učinkovito izvajanje diferenciacije po njihovem mnenju razvijajo predvsem s prakso. Teachers of foreign languages must differentiate their instruction and address the diverse needs of all learners, as this is the only way to ensure equal opportunities for success for everyone. At present, relatively little is known about how teachers of English as a Foreign Language working in Slovenian public education perceive the concept of differentiation, to what extent they implement it in practice, and what challenges they face in doing so. This master’s thesis explored the views and practices of primary school English teachers regarding the use of differentiation in English language teaching. The study involved ten teachers from three primary schools in Ljubljana who taught English in the 4th and 5th grades during the 2024/25 school year. The research examined their attitudes toward differentiation, the frequency and methods of its implementation, the strategies most commonly used, and the factors influencing their selection. It also explored how confident the teachers felt in their ability to differentiate effectively and how they coped with the challenges and difficulties they encountered. The findings revealed that differentiation in English language teaching is essential yet remains inconsistently and incompletely implemented in practice. More experienced teachers viewed it as an integral part of quality teaching, whereas novice teachers often expressed uncertainty and a lack of professional support. The study highlights that teachers require more professional guidance, high-quality and targeted training, access to appropriate teaching materials, and greater opportunities for collaboration and exchange of experience, as the competencies for effective implementation of differentiation, in their view, develop primarily through practice. drugo vzgojno-izobraževalno obdobje individualne razlike med učenci notranja učna diferenciacija pouk angleščine kot tujega jezika sistemi diferenciranja second grade individual differences between students internal learning differentiation teaching English as a foreign language differentiation systems true false false Z. A. Belaj Slovenski jezik Angleški jezik Magistrsko delo/naloga 2026-03-12 08:30:09 2026-03-12 08:30:22 2026-03-13 11:43:36 0000-00-00 00:00:00 2026 0 Ljubljana 0 Ljubljana 59 str. 0000-00-00 NiDoloceno NiDoloceno NiDoloceno 0000-00-00 0000-00-00 0000-00-00 1970-01-01 811.111:37(043.2) 203416 271592963 47881.pdf 47881.pdf 1 33DB8DBDB9721FF7899E89C6A49115C8 a8663519a62b947fb65511e55ed9bb910fa012489651ddbcfa43490369af1de4 53531c65-1de5-11f1-b0ab-0050569b8976 https://repozitorij.uni-lj.si/Dokument.php?lang=slv&id=230170 Pedagoška fakulteta 0 0 0