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Prepoznavanje prednosti timskega dela v osnovni šoli pri delu z učenci s posebnimi potrebami : magistrsko delo
Tanacek, Tina (Avtor), Polak, Alenka (Mentor) Več o mentorju... Povezava se odpre v novem oknu

URLURL - Predstavitvena datoteka, za dostop obiščite http://pefprints.pef.uni-lj.si/4622/ Povezava se odpre v novem oknu

Izvleček
Po pregledu strokovne literature smo ugotovili, da učitelji, specialni in rehabilitacijski pedagogi ter tudi drugi strokovni delavci pri timskem delu pri delu z učenci s posebnimi potrebami prepoznavajo različne prednosti timskega dela. Čeprav večina strokovnih delavcev prepoznava prednosti timskega dela za učence s posebnimi potrebami, strokovne delavce in vzgojno-izobraževalno inštitucijo, pa se vsi ne zavedajo njihove pomembnosti. S tem da se zavedajo pomembnosti prepoznanih prednosti timskega dela, pozitivno vplivajo na učinkovitost pedagoškega dela ter na motiviranost za nadaljnje timsko delo. Vse strokovne delavce je treba ozavestiti, da je timsko delo pri učencih s posebnimi potrebami učinkovit pristop s številnimi pozitivnimi vplivi za učence s posebnimi potrebami, strokovne delavce ter za vzgojno-izobraževalno inštitucijo. V raziskovalnem delu magistrskega dela smo proučili, katere prednosti timskega dela v osnovni šoli prepoznavajo učitelji ter katere specialni in rehabilitacijski pedagogi pri delu z učenci s posebnimi potrebami, kakšen je odnos med samozaznavanjem učinkovitosti tima in prepoznavanjem prednosti timskega dela pri delu z učenci s posebnimi potrebami, kakšen je odnos med samozaznavanjem učinkovitosti tima in številom let delovne dobe na področju vzgoje in izobraževanja pri delu z učenci s posebnimi potrebami, kakšen je odnos med vrsto izobrazbe in oceno učinkovitosti timskega dela pri delu z učenci s posebnimi potrebami, kakšen je odnos med številom let delovne dobe in izkušnjami s timskim delom pri delu z učenci s posebnimi potrebami, kakšen je odnos med številom let delovne dobe na področju vzgoje in izobraževanja ter prepoznavanjem prednosti timskega dela pri delu z učenci s posebnimi potrebami in kakšen je odnos med pogostostjo izvajanja različnih etap timskega dela in samozaznavanjem učinkovitosti tima pri delu z učenci s posebnimi potrebami. V vzorec smo zajeli 150 anketiranih strokovnih delavcev (učiteljev ter specialnih in rehabilitacijskih pedagogov). V raziskavi smo uporabili avtorsko oblikovan anketni vprašalnik s tremi vsebinskimi sklopi. Z raziskavo smo ugotovili, da v prepoznavanju prednosti timskega dela pri delu z učenci s posebnimi potrebami med učitelji ter specialnimi in rehabilitacijskimi pedagogi ni statistično pomembnih razlik in da strokovni delavci, ki delo svojega tima ocenjujejo kot učinkovito, le nekoliko pogosteje prepoznavajo več prednosti pri delu z učenci s posebnimi potrebami v primerjavi s strokovnimi delavci, ki delo svojega tima ocenjujejo kot neučinkovito (odvisno od prednosti). Ugotovili smo še, da pri samozaznavanju učinkovitosti tima pri delu z učenci s posebnimi potrebami med učitelji ter specialnimi in rehabilitacijskimi pedagogi ni statistično pomembnih razlik ter da imajo strokovni delavci z daljšo delovno dobo več izkušenj s timskim delom pri delu z učenci s posebnimi potrebami kot tisti s krajšo delovno dobo. Strokovni delavci z daljšo delovno dobo ne prepoznavajo nič več prednosti timskega dela pri delu z učenci s posebnimi potrebami kot tisti z manj delovne dobe, iz česar je razvidno, da se vsi strokovni delavci, ne glede na delovno dobo, zavedajo pomembnosti timskega dela. Strokovni delavci, ki pri timskem delu z učenci s posebnimi potrebami pogosteje izvajajo etape timskega dela (timsko načrtovanje, timsko izvajanje, timsko evalvacijo), pa ocenjujejo delo svojega tima kot bolj učinkovito v primerjavi s tistimi strokovnimi delavci, ki etape timskega dela manj pogosto izvajajo, kar je bilo tudi pričakovano.

Jezik:Slovenski jezik
Ključne besede:učitelji, specialni in rehabilitacijski pedagogi, timsko delo, prednosti, učenci s posebnimi potrebami
Vrsta gradiva:Magistrsko delo/naloga (mb22)
Tipologija:2.09 - Magistrsko delo
Organizacija:PEF - Pedagoška fakulteta
Leto izida:2017
Založnik:[T. Tanacek]
Št. strani:IV, 98 str.
UDK:376(043.2)
COBISS.SI-ID:11682121 Povezava se odpre v novem oknu
Število ogledov:857
Število prenosov:118
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Sekundarni jezik

Jezik:Angleški jezik
Naslov:Advantages of team work in primary school at work with pupils with special needs
Izvleček:
On the basis of the professional literature, we discovered that teachers, special and rehabilitation teachers, and also the other professional workers within the teamwork recognize various advantages of the teamwork. Most of the professional workers recognize the advantages of teamwork for students with special needs, professional workers, and educational institution. However, everybody does not realize its importance. By realizing the importance of the recognized advantages of the teamwork, they positively influence the efficiency of educational work and motivation for further teamwork. All the professional workers should be made aware that teamwork regarding the students with special needs is an efficient approach with numerous positive influences for the students with special needs, for the professional workers and educational institution. In the research part of the master’s thesis we studied: which advantages of the teamwork in the elementary school are recognized by the teachers and which by the special and rehabilitation teachers in working with students with special needs, what is the relationship between self-awareness of the efficiency of the team and recognizing the advantages of the teamwork in working with the students with special needs, what is the relationship between self-awareness of the efficiency of the team and the number of years of service in the field of education within the work with students with special needs, what is the relationship between the type of education and evaluation of the efficiency of the teamwork in working with the students with special needs, what is the relationship between the number of years of service and the experiences with teamwork in working with the students with special needs, what is the relationship between the number of years of service in the field of education and recognizing the advantages of the teamwork in working with the students with special needs, and what is the relationship between the frequency of performing various stages of teamwork and self-awareness of the efficiency of the team in working with students with special needs. In the pattern, we included 150 surveyed professional workers (teachers, and special and rehabilitation teachers). In the research, we used our own survey questionnaire with three content sections. By means of the research, we ascertained that in recognizing the advantages of the teamwork in working with students with special needs there are no statistically significant differences between the teachers, and special and rehabilitation teachers, and that only a few professional workers, who evaluate the work of their team as successful, recognize several advantages in working with students with special needs, in comparison to those professional workers who evaluate the work of their teams as inefficient (depending on the advantages). It is an interesting fact that professional workers with more years of service do not evaluate the work of their team as more efficient, in comparison to professional workers with fewer years of service. Additionally, we ascertained that in self-awareness of the efficiency of the team in working with students with special needs, there are no statistically significant differences between the teachers, and the special and rehabilitation teachers, and that professional workers with more years of service have more experiences with the teamwork in working with students with special needs, in comparison to the ones with fewer years of service. The professional workers with more years of service recognize no more advantages of the teamwork in working with students with special needs, as the ones with fewer years of service, which shows that all the professional workers – regardless of the years of service – realize the importance of the teamwork. However, the professional workers, who carry out the stages of the teamwork (team planning, team implementation, team evaluation) in working with the students with special needs more often, evaluate the work of their team as more efficient in comparison to those professional workers who carry out the stages of the teamwork less often – this was expected, of course.

Ključne besede:team teaching, primary school, backward child, timski pouk, osnovna šola, otrok s posebnimi potrebami

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