20.500.12556/RUL-184637 Dodatna strokovna pomoč v osnovni šoli z vidika socialne pedagogike magistrsko delo Additional professional support in primary school from a social pedagogy perspective Magistrsko delo obravnava dodatno strokovno pomoč (DSP) v osnovni šoli z vidika socialne pedagogike. Namen raziskave je bil ugotoviti, kako socialne pedagoginje, zaposlene kot izvajalke DSP v osnovni šoli, razumejo svojo poklicno identiteto in vlogo, kakšen pomen pripisujejo socialnopedagoškemu pristopu, kako se pri delu soočajo z omejitvami, profesionalnimi dilemami in zahtevami šolskega sistema ter kako se v šolskem prostoru izraža družbenokritični potencial socialne pedagogike. V teoretičnem delu predstavim različne teoretične pristope vključevanja otrok s posebnimi potrebami v šole, slovenski zakonodajni in strokovni okvir DSP ter nekatere kritike njenega izvajanja v praksi. V nadaljevanju obravnavam razvoj socialne pedagogike v svetu in v Sloveniji, njene temeljne koncepte, poklicno identiteto socialnih pedagoginj in umeščenost socialne pedagogike v osnovno šolo. Empirični del temelji na kvalitativni raziskavi, v kateri sem izvedla šest delno strukturiranih intervjujev s socialnimi pedagoginjami, ki delajo kot izvajalke DSP v rednih osnovnih šolah. Podatke sem analizirala s postopkom kodiranja in oblikovala kategorije, povezane s petimi raziskovalnimi vprašanji. Ugotovitve kažejo, da se poklicna identiteta intervjuvank oblikuje v dinamičnem prepletu izobrazbe, zaposlitvene vloge izvajalke DSP, konkretnih delovnih nalog, odnosov, institucionalnega okolja in delovnih izkušenj. Poleg individualnega dela z učenci se intervjuvanke vidijo predvsem v povezovalni, koordinacijski in administrativni vlogi. Specifični doprinos socialne pedagogike se kaže v celostnem razumevanju učenca s pozornostjo na njegov kontekst, delu skozi profesionalni odnos, čustveni podpori in poudarjanju vzgojne dimenzije pred učnim področjem, zagovorništvu učencev, izhajanju z močnih področij in spodbujanju participacije. Socialne pedagoginje poleg individualnega dela dajejo pozornost tudi na skupinsko in preventivno delo ter na svetovanje in podporo drugim v kolektivu. Socialne pedagoginje kot izvajalke DSP delujejo v stalni napetosti med socialnopedagoškimi izhodišči in institucionalnimi zahtevami. Šolski sistem je zaznamovan z učnimi cilji, ocenami, urniki in dokumentacijo, DSP pa je v praksi pogosto razumljena predvsem kot učna pomoč. Intervjuvanke svoje delo razumejo širše in učne vsebine pogosto uporabljajo kot prostor za vzpostavljanje odnosa in krepitev samopodobe ter učenje socialnih veščin. Družbenokritični potencial socialne pedagogike se v šolskem prostoru kaže predvsem na ravni vsakdanjih praks s postopnim ustvarjanjem sprememb v kolektivu, s čimer vplivajo na bolj vključujočo šolsko kulturo. Raziskava opozarja na potrebo po večji prepoznavnosti socialnopedagoškega profila v osnovni šoli, jasnejši opredelitvi svetovalne storitve, bolj sistematično spodbujanemu preventivnemu in skupinskemu delu, sistemski ureditvi supervizije in bolj osmišljeni uporabi dokumentacije. Raziskava DSP osvetli s perspektive socialnih pedagoginj in pokaže, kako se socialnopedagoška drža udejanja znotraj osnovnošolskega prostora. This master’s thesis examines additional professional support (APS) in primary school from the perspective of social pedagogy. The aim of the research was to determine how social pedagogues employed as providers of APS in primary schools understand their professional identity and role, what significance they attribute to the social pedagogical approach, how they deal with limitations, professional dilemmas, and the demands of the school system in their work, and how the socio-critical potential of social pedagogy is expressed within the school environment. In the theoretical part, I present various theoretical approaches to the inclusion of children with special needs in schools, the Slovenian legislative and professional framework of APS and some critiques of its implementation in practice. I then discuss the development of social pedagogy internationally and in Slovenia, its fundamental concepts, the professional identity of social pedagogues, and the position of social pedagogy within primary school. The empirical part is based on qualitative research, in which I conducted six semi-structured interviews with social pedagogues working as providers of APS in mainstream primary schools. The data were analysed through coding, and categories related to the five research questions were formed. The findings show that the professional identity of the interviewees is multifaceted, dynamic, and closely linked to their specific professional context. In addition to individual work with pupils, the interviewees see themselves primarily in connecting, coordinating, and administrative roles. The specific contribution of social pedagogy is reflected mainly in a holistic understanding of the pupil, with attention to their context; work through a professional relationship; emotional support; an emphasis on the educational and upbringing dimension over the purely academic field; advocacy for pupils; starting from pupils’ strengths; and encouraging participation. In addition to individual work, social pedagogues also pay attention to group and preventive work, as well as counselling and support for other members of the school staff. As providers of APS, social pedagogues operate in a constant tension between social pedagogical principles and institutional demands. The school system is marked by learning objectives, grades, timetables, and documentation, while in practice APS is often understood primarily as learning support. The interviewees understand their work more broadly and often use academic content as a space for establishing relationships, strengthening pupils’ self-esteem, and developing social skills. The socio-critical potential of social pedagogy is expressed in the school environment mainly at the level of everyday practices, through the gradual creation of change within the school staff, thereby contributing to a more inclusive school culture. The research highlights the need for greater recognition of the social pedagogical profile in primary schools, a clearer definition of counselling services, more systematic encouragement of preventive and group work, the systemic regulation of supervision, and a more meaningful use of documentation. The study sheds light on APS from the perspective of social pedagogues and shows how a social pedagogical stance is enacted within the primary school setting. socialna pedagogika dodatna strokovna pomoč osnovna šola poklicna identiteta inkluzija družbenokritični potencial social pedagogy additional professional support primary school professional identity inclusion socio-critical potential true false false R. Ujčič Slovenski jezik Angleški jezik Magistrsko delo/naloga 2026-07-11 08:30:55 2026-07-11 08:31:03 2026-07-14 09:25:20 0000-00-00 00:00:00 2026 0 Ljubljana 0 Ljubljana 102 str. 0000-00-00 NiDoloceno NiDoloceno NiDoloceno 0000-00-00 0000-00-00 0000-00-00 37.013.42(043.2) 206048 284670211 52240.pdf 52240.pdf 1 C42A26A1AF1E3661452CAF07D4504105 ff9c06b4e3d37016523ad749a1ce6b27d898f59ce5dda7eb60e074e6643ed7f2 f1781df5-7cf1-11f1-9b0d-0050569b8976 https://repozitorij.uni-lj.si/Dokument.php?lang=slv&id=237581 Pedagoška fakulteta 0 0 0