Kakovostno poučevanje glasbene vzgoje na razredni stopnji z vidika učiteljevih kompetenc : diplomsko delo

Mavrič, Irena (author), Sicherl-Kafol, Barbara (mentor)

V diplomskem delu smo želeli ugotoviti, kako učitelji na razredni stopnji poučujejo glasbeno vzgojo ter kaj je potrebno za kakovostno poučevanje glasbene vzgoje z vidika učiteljevih kompetenc. Zanimalo nas je, ali je za kakovostno poučevanje glasbene vzgoje na razredni stopnji dovolj glasbeno znanje, ki si ga učitelji pridobijo tekom pedagoškega študija, ali bi morali učitelji razrednega pouka imeti še dodatno glasbeno predznanje oziroma se stalno glasbeno udejstvovati. V raziskavi je sodelovalo 112 učiteljev razrednega pouka, ki poučujejo v različnih predelih Slovenije. Vprašalnik je bil sestavljen iz vprašanj zaprtega in odprtega tipa, numerične ocenjevalne lestvice ter lestvice stališč Likertovega tipa. S prvim vprašalnikom smo ugotavljali dodatno glasbeno izobraževanje učiteljev, z drugim metodično izpeljavo glasbene vzgoje, s tretjim pa motivacijsko naravnanost učiteljev za poučevanje glasbene vzgoje. Ugotovili smo, da dodatno glasbeno izobraževanje učiteljev vpliva na motivacijo za poučevanje. Če se učitelji glasbeno udejstvujejo, poučujejo glasbeno vzgojo z večjim veseljem in to veselje prenesejo tudi na učence. Raziskava je pokazala, da ni nujno, da imajo učitelji z več glasbene izobrazbe in več delovne dobe tudi več kompetenc za poučevanje, saj si le-te ne pridobijo z leti. Samo izobraževanje učiteljev mora biti dovolj kakovostno, saj bo le tako kakovostno tudi njihovo poučevanje. V diplomski nalogi smo navedli kompetence za poučevanje glasbene vzgoje, ki naj bi jih imel učitelj ob koncu študija. Učitelj se mora sam zavedati, ali je usvojil vse potrebne kompetence ter na katerih področjih ima primanjkljaje. Ena izmed potrebnih učiteljevih kompetenc za poučevanje je tudi vseživljenjsko učenje. Postati učitelj je dolgoročen proces, ki se nadaljuje tudi v čas samostojnega poučevanja.

• Language: Slovenian
• Work type: Undergraduate thesis
• Typology: 2.11 - Undergraduate Thesis
• Organization: PEF - Faculty of Education
• Publisher: [I. Mavrič]
• Year: 2011
• Number of pages: V, 65 str.
• PID: 20.500.12556/RUL-69926
• UDC: 373.32.016:78(043.2)
• COBISS.SI-ID: 8943689
• Publication date in RUL: 10.07.2015

Secondary language

• Language: English
• Title: Quality teaching of music in the first cycle of elementary school according to teacher's competences

Abstract

In my diploma work I wanted to find out the ways that teachers use to teach music in the first cycle of elementary school as well as what is essential for quality teaching of music according to teacher's competences. I was trying to find out if the musical education that teachers obtain during their studies is enough for quality teaching or should the class teachers have some additional musical background or should they be permanently active in some of the music activities. 112 class teachers, teaching in various parts of Slovenia, were envolved in the survey. The questionnaire consisted of the questions of open and closed types, numerical evaluation scale and the scale according to Likert's type. The first questionnaire helped me to find out additional musical education of teachers, the second one helped me to see how they carried out the music classes methodically and using the third one enabled me to find out the level of motivation of teachers for teaching music. I found out that additional musical education of teachers has effects on the motivation they have for teaching music. If teachers are actively involved in some music activities, they teach music with more enthusiasm which they also pass to children. The survey showed that it is not necessary that teachers, who have more music education and are more experienced, have more competences for teaching because they are not gained by years. The education for teachers should have a higher quality since that is the only way that teachers themselves will present high quality of teaching. In my diploma work I also stated the competences for teaching music that every teacher should have by the end of his studies. Every teacher should know if he obtained all the necessary competences and which are the fields that he still has deficiencies. One of the essential competences a teacher should have in order to be able to teach is his life-long education. To become a teacher is a long-termed process which continues into the time of his independent teaching.