Osebna pojmovanja učiteljev in staršev o učni (ne)uspešnosti

Polak, Alenka (mentor), Hočevar, Nina (author)

Osebna pojmovanja o učni (ne)uspešnosti usmerjajo mišljenje in ravnanje vseh udeleţenih v procesu vzgoje in izobraţevanja. Zaradi subjektivnosti in kompleksnosti osebnih pojmovanj pa posamezniki (ne)uspeh doţivljajo različno. Prav tako k učni (ne)uspešnosti učencev prispevajo različni dejavniki, med drugimi tudi učitelji in starši. Magistrsko delo obravnava osebna pojmovanja učiteljev in staršev o učni (ne)uspešnosti. V teoretičnem delu sem predstavila značilnosti osebnih pojmovanj, dejavnike oblikovanja osebnih pojmovanj in dejavnike učne (ne)uspešnosti. V empiričnem delu magistrskega dela pa sem raziskovala, kakšna osebna pojmovanja imajo učitelji in starši učencev 3. do 9. razreda o učni (ne)uspešnosti, kateri dejavniki so po njihovem mnenju vplivali na oblikovanje teh pojmovanj in kateri dejavniki po njihovem mnenju vplivajo na učno (ne)uspešnost učencev/otrok. Podatke sem pridobila z anketnim vprašalnikom za učitelje in z anketnim vprašalnikom za starše. Vzorec raziskave predstavlja 246 anketirancev, od tega 102 učitelja in 144 staršev. Rezultati so pokazali, da imajo učitelji in starši podobna pojmovanja o učni (ne)uspešnosti in učno (ne)uspešnih učencih, ki se v določenih pogledih med seboj razlikujejo. Učitelji in starši sicer razumejo, da je učna (ne)uspešnost subjektivna in relativna, ter da nanjo vplivajo različni dejavniki. Učitelji menijo, da k učni uspešnosti učencev v največji meri prispeva učenčeva motiviranost za šolsko delo, k učni neuspešnosti pa njihova nemotiviranost za šolsko delo. Starši menijo, da k učni uspešnosti otrok najbolj prispeva dobro učiteljevo poučevanje, k učni neuspešnosti pa slabo učiteljevo poučevanje. Starši imajo v primerjavi z učitelji bolj subjektiven pogled na učno (ne)uspešnost. Močnejši vpliv na učno (ne)uspešnost otrok namreč pripisujejo predvsem zunanjim dejavnikom, medtem ko učitelji močnejši vpliv na učno (ne)uspešnost učencev pripisujejo predvsem notranjim dejavnikom učne (ne)uspešnosti. Učitelji so ocenili, da so na oblikovanje njihovih osebnih pojmovanj o učni (ne)uspešnosti najbolj vplivale lastne delovne izkušnje, na oblikovanje osebnih pojmovanj staršev o učni (ne)uspešnosti, pa so po njihovem mnenju najbolj vplivale osebne ţivljenjske izkušnje. Na podlagi teoretičnih spoznanj in empiričnih rezultatov sem v zaključku magistrskega dela oblikovala strategije oz. metode in oblike dela šolske svetovalne sluţbe oz. socialnih pedagogov z učitelji in starši na področju prepoznavanja in soočanja z učno (ne)uspešnostjo.

• Language: Slovenian
• Keywords: osebna pojmovanja
• Work type: Master's thesis/paper
• Typology: 2.09 - Master's Thesis
• Organization: PEF - Faculty of Education
• Year: 2017
• PID: 20.500.12556/RUL-94150
• COBISS.SI-ID: 11652425
• Publication date in RUL: 24.08.2017

Secondary language

• Language: English
• Title: Teachers' and parents' conceptions of students' academic success and failure

Abstract

Personal conceptions regarding academic (in)efficiency are directing the thinking and behaviour of all those involved in the educational process. Due to the subjectivity and complexity of personal conceptions, the individuals are experiencing academic (in)efficiency differently. Also, various factors contribute to students academic (in)efficiency, including teachers and parents. The Master's thesis deals with personal conceptions of teachers and parents about academic (in)efficiency. In the theoretical part I introduced the characteristics of personal conceptions, the creating factors of personal conceptions and factors of academic (in)efficiency. In the empirical part of the Master’s thesis I researched what personal conceptions regarding the academic (in)efficiency teachers and parents of students from 3rd to 9th grade have, and which factors might affect it. The data were acquired using a questionnaire for teachers and a questionnaire for parents. The pattern of the research constitutes of 246 respondents, 102 teachers and 144 parents. The results show that both respondents have similar conceptions regarding academic (in)efficiency well as of (in)efficient students. Nevertheless, there are some differences in certain respects. Both, teachers and parents understand that academic (in)efficiency falls under subjective and relative nature and that it is affected by various factors. The teachers believe that academic success depends on students’ motivations for school work, whereas the academic failure is caused by the lack of it. On the other hand, the parents believe that academic success of children is mostly influenced by efficient teachers’ approach and that academic failure is a result of inefficient teachers’ approach. In comparison with the teachers, parents have more subjective view on academic (in)efficiency. They attribute the (in)efficiency mostly to external factors, while teachers believe that it is caused mostly by internal factors. Teachers estimate that their personal conceptions were largely influenced by their work experience, meanwhile parents advocate that in most cases those are the reflections of their own personal life experiences. On the basis of theoretical insights and empirical results of the Master’s thesis I formulated the strategies i.e. methods of work of school counselors i.e. social pedagogues with teachers and parents on the area regarding recognition and coping with academic (in)efficiency.

• Keywords: personal conceptions