Kompetence razrednih učiteljev za poučevanje ritmične gimnastike na razredni stopnji

Aškerc, Karolina (author), Štemberger, Vesna (mentor)

V magistrskem delu smo ugotavljali, kako razredni učitelji ocenjujejo lastno kompetentnost za poučevanje ritmične gimnastike na razredni stopnji, koliko poznajo ta šport in kakšno podporo jim na tem področju nudi šola. V teoretičnem delu smo opredelili pojem kompetence. Pregledali smo različne projekte, ki oblikujejo okvirje ključnih kompetenc in jih med seboj primerjali. Zapisali smo tudi nekaj o opredelitvi učiteljskih kompetenc v Sloveniji. Z različnimi seznami teh smo si pomagali oblikovati seznam učiteljskih kompetenc za poučevanje ritmične gimnastike. V empiričnem delu je sodelovalo deset učiteljic razrednega pouka iz šestih različnih osnovnih šol. Zanimal nas je njihov odnos do ritmične gimnastike. Vprašali smo jih, kaj si predstavljajo pod ritmično gimnastiko, kakšne so njihove izkušnje s tem športom, kako vsebine ritmične gimnastike vključujejo v svoje ure športa, ali se čutijo kompetentne za poučevanje ritmike na razredni stopnji. Na koncu pa smo jim postavili še vprašanja, ki so pokazala odnos šole, na kateri poučujejo, do tega športa. Pridobljeni rezultati kažejo, da se učiteljice čutijo kompetentne za poučevanje ritmičnih vsebin pri športu. Področja kompetentnosti oz. nekompetentnosti ne izstopajo in tudi nobeno področje želenega dodatnega znanja ne izstopa. Po pregledu odgovorov, literature in učnega načrta smo ugotovili, da program šolske ritmične gimnastike ni tako zahteven in ga razredni učitelji lahko načrtujejo, poučujejo in demonstrirajo brez posebnih dodatnih znanj oz. kompetenc. Največ izkušenj z ritmično gimnastiko so učiteljice pridobile preko svojih učenk, ki trenirajo ta šport. Predstava učiteljic, kaj sploh je ritmična gimnastika, je ustrezna. Ritmične vsebine, ki jih učiteljice poučujejo pri športu so: delo s kolebnico, obročem in trakom ter obrati, drže, skoki in poskoki. Podpora šole na tem področju je ustrezna. Na vseh šolah imajo učiteljice na voljo kolebnice in obroče, ponekod tudi ostale ritmične pripomočke. Na petih od šestih šol imajo klubski ritmični krožek in posledično tudi ritmične nastope na različnih šolskih prireditvah. Udeležba izobraževanj z ritmično vsebino je slaba (ena od desetih učiteljic), želja po tem pa malo večja (pet od desetih učiteljic).

• Language: Slovenian
• Keywords: razredni učitelji
• Work type: Master's thesis/paper
• Typology: 2.09 - Master's Thesis
• Organization: PEF - Faculty of Education
• Year: 2019
• PID: 20.500.12556/RUL-109962
• COBISS.SI-ID: 12573513
• Publication date in RUL: 11.09.2019

Secondary language

• Language: English
• Title: Primary teachers' competencies for teaching rhythmic gymnastics

Abstract

In the master's thesis, we found out how the class teachers evaluate their own competence for teaching rhythmic gymnastics at the grade level, how much they know about this sport, and what support the school offers in this area. In the theoretical part we defined the concept of competence. We have examined different projects that develop frameworks of key competences and compare them. We also wrote about the definition of teachers’ competences in Slovenia. With various lists of teachers’ competences, we have created a list of competences for teaching rhythmic gymnastics. The empirical work involved ten female classroom teachers from six different elementary schools. We were interested in their relationship to rhythmic gymnastics. We asked them what their idea of rhythmic gymnastics is, what their experiences with this sport are, how they incorporate the contents of rhythmic gymnastics into their sports hours, or whether they feel competent to teach gymnastics at the grade level. In the end, we also asked them questions that showed the attitude of the school, on which they taught, to this sport. The results obtained show that teachers feel competent to teach gymnastics content in sports. Areas of competence or incompetence do not stand out, nor does any area of desired additional knowledge stand out. After reviewing the answers, literature and curriculum, we found that the school rhythmic gymnastics program is undemanding and can be planned, taught and demonstrated by the class teachers without special additional knowledge or skills. Teachers acquired most of their rhythmic gymnastics experiences through their female students who train this sport. Teachers' idea of what rhythmic gymnastics actually is, is appropriate. The gymnastics contents taught by teachers in sports are working with a jump rope, a hoop and a ribbon, and also turns, postures, jumps and leaps. School support in this area is appropriate. Jump ropes and hoops are available to teachers at all schools, as well as some other gymnastics tools. Five out of six schools have rhythmic gymnastics club and, consequently, gymnastic performances at various school events. Participation in gymnastic training is poor (one in ten female teachers), the desire to do so is a little higher (five in ten female teachers).

• Keywords: classroom teachers