Nowadays, we know many teaching methods that teachers can use for a more varied lesson and its diversification. One of these methods is also the method of creative movement, which has a positive effect on the student's long-term memorization, his mental and physical well-being, and a strong bond between pupils and the teacher. Yet, it seems that this method is not widespread enough among teachers. With our master's thesis, we wanted to find out how well the method of creative movement is known and used among teachers in Slovenia and Switzerland, and what are the differences between them. In the theoretical part of the thesis, we presented the development of children with an emphasis on motor development, learning methods, and holistic and experiential learning, and in the end, we focus on the method of creative movement. Also, we briefly wrote an analysis of the study program for classroom teachers and curricula in Slovenia and Switzerland and made a brief comparison. In the empirical part, we dealt with the analysis of survey questionnaires completed by teachers from both countries. 128 teachers participated in the research, of which 56 teach in Slovenia and 72 in Switzerland. The questionnaire contained a list of statements that examined teachers’ attitudes toward creative movement, open-ended and closed-ended questions, and some Likert scales. Also, we collected some basic data about the respondents so that we could compare them with each other. With the research, we wanted to find out what are the differences in the knowledge and use of the method of creative movement between primary school teachers in Slovenia and Switzerland. The results of the research showed that teachers from Slovenia and Switzerland have different ideas about the creative movement. It was possible to detect that Swiss teachers include creative movement more often in teaching than Slovenian teachers. On the other hand, Slovenian teachers are more inclined to use creative movement in various ways (they use movement not only for motivation but also in the form of various didactic games, for repetition, checking knowledge …). The results showed as well that teachers from both countries became acquainted with the creative movement during their studies at the faculty and through reading the literature. We also found that there are differences between teachers in both countries in the everyday use of creative movement in different subjects. Slovenian teachers use it more often in teaching Slovene, mathematics, foreign languages and science, and on the other hand, Swiss teachers prefer to use it more often in social sciences, music and fine arts, active breaks and the morning circle. There were no statistically significant differences in the reasons why teachers do not use creative movement. With the research, we wanted to make a comparison between the two countries and open up the possibility of research with teachers from abroad.
|
