Prepričanja, znanja in izkušnje učiteljev s poučevanjem učencev iz manj spodbudnega okolja zaradi revščine : magistrsko delo

Tašner, Maja (author), Tancig, Simona (mentor)

Revščina postaja v Sloveniji vedno večji problem. Pogosto prizadene mnoga področja človekovega življenja. Njenim negativnim vplivom pa so najbolj podvrženi otroci. V magistrskem delu smo predstavili dejavnike tveganja, s katerimi se dnevno srečujejo otroci, ki izhajajo iz manj spodbudnega okolja zaradi revščine, in njihov vpliv na razvoj otroka. Posebej smo se usmerili na novejša spoznanja, ki opredeljujejo vpliv revščine na razvoj izvršilnih funkcij pri otrocih. Predstavili smo tudi teorijo rezilientnosti kot okvir, iz katerega lahko izhajamo, ko načrtujemo delo z omenjeno skupino učencev, in vpliv šole, sistema, ki lahko močno pripomore k spodbujanju varovalnih dejavnikov in zmanjševanju vplivov dejavnikov tveganja. Usmerili smo se tudi na področja subjektivnih prepričanj učiteljev, dejavnika, ki močno vpliva na načine, pristope, ravnanja, ki jih pedagoški delavec izbira, ko dela z učenci iz manj spodbudnega okolja zaradi revščine. V empiričnem delu smo na osnovi vprašalnikov na vzorcu 100 osnovnošolskih učiteljev štajerske regije raziskali njihovo poznavanje vplivov revščine na razvoj in učenje učencev ter njihova prepričanja o razvoju in poučevanju učencev iz manj spodbudnega okolja. Zbrali smo tudi po mnenju učiteljev najbolj učinkovite oblike pomoči, podpore in prilagoditve za omenjeno skupino učencev ter najpogostejše ovire pri vključevanju in poučevanju teh učencev. Udeleženi v raziskavi izpostavljajo marsikatere ovire, s katerimi se pri svojem delu soočajo, hkrati pa navajajo mnoge učinkovite oblike pomoči in podpore za uspešno vključevanje učencev iz manj spodbudnega okolja. Čeprav zaradi omejitev raziskave rezultatov ne moremo posplošiti za celoten slovenski prostor, nam ugotovitve omogočajo dober pregled nad stanjem, odpirajo nam vprašanja, povezana s poučevanjem učencev iz manj spodbudnega okolja zaradi revščine, hkrati pa kažejo na vrzeli v izobraževanju učiteljev, ki bi jih bilo zaradi napredka stroke treba premostiti ter oblikovati učinkovitejši sistem informiranja učiteljev o razvoju in poučevanju učencev, ki izhajajo iz manj spodbudnega okolja zaradi revščine.

• Language: Slovenian
• Keywords: rezilientnost, izvršilne funkcije, manj spodbudno okolje, oblike pomoči učencem
• Work type: Master's thesis/paper
• Typology: 2.09 - Master's Thesis
• Organization: PEF - Faculty of Education
• Publisher: [M. Tašner]
• Year: 2016
• Number of pages: XIII, 106 str.
• PID: 20.500.12556/RUL-88537
• UDC: 376:364.662(043.2)
• COBISS.SI-ID: 11419209
• Publication date in RUL: 31.08.2017

Secondary language

• Language: English
• Title: Teachers' beliefs, knowledge and experience in teaching students from less supportive environment due to poverty

Abstract

Poverty in Slovenia is becoming a growing problem. It often affects many areas of human life, but children are most vulnerable to negative impacts of it. This thesis presents the risk factors children coming from less stimulating environment due to poverty face daily and their impact on child's development. It specifically focuses on new findings, which define impact of poverty on the development of executive functions of children. We also present the theory of resiliency, which may be used as a framework for planning support for poor pupils, while including impact of the school system, to increase the impact of protective factors and reduce the impact of risk factors. Additional focus was put on the areas of subjective beliefs of teachers, factors which significantly affect the teacher’s practices when working with pupils from less stimulating environment due to poverty. In the research we investigate teacher’s knowledge of the impact of poverty on the development and learning of pupils, their belief in the development and teaching of pupils from less stimulating environment. We also collected the most effective forms of assistance, support and adjustments to group of pupils coming from less supporting environment due to poverty, as well as the most common barriers of integration and teaching these pupils. The sample included 100 primary school teachers in the region of Styria. Teachers highlight many obstacles they are facing, but they list many effective forms of assistance and support for the successful inclusion of pupils from less stimulating environment at the same time. Although results cannot be generalized for the entire Slovenian area due to research constraints, these findings offer good overview of the situation, highlight issues related to teaching pupils from less stimulating environment due to poverty and show us the gaps in education of teachers. These gaps have to be bridged by improving the education of teachers and by forming a better way of passing new information about development and effective support for children from less supportive environment due to poverty to teachers.

• Keywords: poverty, teacher, pupil, revščina, učitelj, učenec