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Model spreminjanja kakovosti odnosov z medsebojnim sodelovanjem učencev, učiteljev in staršev
ID Bergel Pogačnik, Janka (Avtor), ID Polak, Alenka (Mentor) Več o mentorju... Povezava se odpre v novem oknu

URLURL - Predstavitvena datoteka, za dostop obiščite http://pefprints.pef.uni-lj.si/3704/ Povezava se odpre v novem oknu

Izvleček
V magistrskem delu je predstavljen proces razvoja modela sistematičnega spreminjanja kakovosti interakcij; ter ugotavljanja učinkov modela na kakovost interakcij. Model temelji na aktivni participaciji udeležencev v vzgojno-izobraževalnem procesu, tj. učencev, učiteljev in staršev. Teoretični del magistrskega dela temelji na pregledni in primerjalni analizi strokovne literature, empirični del predstavlja prikaz akcijske raziskave na Osnovni šoli Toneta Čufarja Jesenice, v kateri je prostovoljno sodelovalo 20 učiteljic, 200 učencev in 200 njihovih staršev. Cilj empirično-raziskovalnega dela je bil razviti, uvajati in evalvirati model spreminjanja interakcij med udeleženci vzgojno-izobraževalnega procesa (učenci, učitelji in starši) in ugotoviti, kako vnesene spremembe vplivajo na kakovost interakcij v vzgojno-izobraževalnem procesu na ravni odnosov pri udeležencih, samoevalvacije učiteljev, identifikacije potreb po usposabljanju in spreminjanju pri učiteljih, na področju sodelovanja s starši in vključevanja vseh udeležencev v procesne odločitve. Vpeljavo sprememb smo spremljali in merili s samoevalvacijo, ki je vključevala različne instrumente, aplicirane pred vpeljavo sprememb in po njej. Kakovost interakcij smo ugotavljali na ravni doživljanja odnosa udeležencev vzgojno-izobraževalnega procesa in pri tem spremljali, kako se v procesu spreminjajo njihova mnenja, stališča, aktivnosti ipd. V procesu vpeljave sprememb za izboljšanje kakovosti interakcij v obliki načrta dejavnosti za spreminjanje pedagoške interakcije smo omogočili aktivno participacijo in sodelovanje različnih udeležencev v procesu in ob tem razvili ustrezno metodologijo za spremljanje učinkov vpeljanih sprememb. Na osnovi rezultatov kvalitativnega in kvantitativnega raziskovanja kakovosti interakcij smo razvili enega od možnih modelov spreminjanja kakovosti interakcij med udeleženci. Poleg statistično pomembnih značilnosti ugotovljenih na podlagi prvega in tretjega dela raziskovanja rezultati uvajanja in spremljanja sprememb z namenom večje kakovosti interakcije in medsebojnega sodelovanja vseh udeležencev vzgojno-izobraževalnega procesa, ki so bili vključeni v raziskovanje, kažejo, da so udeleženci sprejeli aktivno participacijo kot učinkovit način spreminjanja kakovosti interakcij med udeleženci vzgojno-izobraževalnega procesa in povečali svojo pripravljenost za kontinuirano delovanje v smislu uvajanja sprememb in oblikovanja učeče skupnosti.. Na podlagi samoevalvacije sodelujočih učiteljev se je pojavila potreba po nadaljnjem načrtovanju uvajanja sprememb za izboljševanje kakovosti tudi na drugih področjih vzgojno-izobraževalnega procesa.

Jezik:Slovenski jezik
Ključne besede:kakovost
Vrsta gradiva:Magistrsko delo
Tipologija:2.09 - Magistrsko delo
Organizacija:PEF - Pedagoška fakulteta
Leto izida:2016
PID:20.500.12556/RUL-84972 Povezava se odpre v novem oknu
COBISS.SI-ID:11148361 Povezava se odpre v novem oknu
Datum objave v RUL:09.09.2016
Število ogledov:1317
Število prenosov:181
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Sekundarni jezik

Jezik:Angleški jezik
Naslov:The model of changing quality of relationships with participation and cooperation of students, teachers and parents
Izvleček:
This master's thesis presents the process of developing a model for systematically changing the quality of interactions, and establishes the effects of the model on the quality of interactions. The model is based on the active participation of those involved in the educational process, i.e. pupils, teachers and parents. The theoretical part of the thesis is based on a survey and comparative analysis of the professional literature, while the empirical part presents active research carried out at the Tone Čufar Primary School in Jesenice, in which 20 teachers, 200 pupils and 200 parents engaged as volunteers. The aim of the empirical research was to develop, introduce and evaluate a model for changing interactions between participants in the educational process (pupils, teachers and parents) and to establish how the changes introduced influence the quality of interactions in the educational process on the level of a) relations among the participants, b) the teachers’ self-evaluation, and c) identifying the needs for training and changing among teachers, and also d) in the area of cooperating with parents and including all the participants in the decision-making process. The introduction of changes was followed and measured by self-evaluation, which included various instruments applied prior to and following the introduction of changes. The quality of interactions was established on the level of experiencing the relation among participants in the educational process, and the way their opinions, viewpoints, and activities changed in this process was also followed. In the process of introducing changes to improve the quality of interactions in the form of a plan of activities for changing pedagogical interactions, we made possible the active participation and cooperation of different participants in the process and along with this developed a suitable methodology for following the effects of the changes introduced. On the basis of the results of the qualitative and quantitative research into the quality of interactions we developed one of the possible models for changing the quality of interactions among participants. As well as the statistically significant characteristics established on the basis of the first and third parts of the research, the results of introducing and accompanying the changes aimed at achieving a greater quality of interaction and mutual cooperation among all the participants in the educational process involved in this research show that the participants accepted active participation as an effective way of changing the quality of interactions among participants in the educational process and increased their readiness for continued work regarding introducing changes and shaping the school community. On the basis of the self-evaluation of the teachers cooperating, the need was seen for further planning for introducing changes to improve quality in other areas of the educational process as well.

Ključne besede:quality

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