Strategije uravnavanja čustev učiteljev in socialnih pedagogov pri pedagoškem delu v osnovni šoli

Slevec, Tjaša (author), Zrim Martinjak, Nataša (mentor)

Učinkovite strategije uravnavanja čustev so pomembne v našem vsakdanjem življenju, njihov pomen pa je toliko večji pri poklicih, ki so usmerjeni v delo z ljudmi. V osnovnih šolah se učitelji in socialni pedagogi srečujejo s situacijami, ki od njih zahtevajo prepoznavanje in uravnavanje čustvenih odzivov. Pedagoško delo ni čustveno nevtralno, saj so čustva njegov neločljiv del, s tem pa tudi strategije uravnavanja čustev. Magistrsko delo obravnava temo uravnavanja čustev učiteljev in socialnih pedagogov pri pedagoškem delu v osnovni šoli. Teoretični del se najprej osredotoča na vprašanje racionalnosti čustev in pomen čustev pri človekovem delovanju. Sledi predstavitev različnih pojmovanj čustev, ki jim je skupno prepričanje, da lahko prvotni čustveni odziv predrugačimo (spremenimo, spodbudimo ali zatremo), ter Gross in Thompsonov modalni model uravnavanja čustev. Empirični del temelji na kvalitativni raziskavi, v okviru katere je bilo izvedenih devet polstrukturiranih intervjujev s tremi učiteljicami razrednega pouka, tremi učiteljicami predmetnega pouka in tremi socialnimi pedagoginjami, ki so zaposlene na različnih osnovnih šolah. Raziskava je ugotavljala, katere strategije uravnavanja čustev uporabljajo učiteljice in socialne pedagoginje, kakšne razlike se pojavijo med njimi, v katerih situacijah uporabijo strategije uravnavanja čustev, katera čustva uravnavajo, kaj vidijo kot cilj svojega čustvenega uravnavanja in katere strategije prepoznavajo kot najučinkovitejše. Raziskava je pokazala, da učiteljice in socialne pedagoginje uporabljajo različne strategije uravnavanja čustev, preventivne in responzivne, ki so jih razvile preko izkušenj ali dodatnih izobraževanj, kot cilj uravnavanja pa navajajo učinkovitost in dobro počutje, osredotočenost na razred, vzpostavljanje dobrih odnosov, motivacijo ter red in disciplino. Med skupinami prihaja do razlik pri uporabi različnih načinov uravnavanja čustev, kar lahko v veliki meri pripišemo različnim starostnim skupinam otrok in različnim oblikam dela, vse pa največkrat uravnavajo čustvo jeze. Pedagoške delavke prepoznavajo pedagoško delo kot čustveno delo, katerega neločljiv del je tudi uravnavanje čustev.

• Language: Slovenian
• Keywords: modalni model
• Work type: Master's thesis/paper
• Typology: 2.09 - Master's Thesis
• Organization: PEF - Faculty of Education
• Year: 2019
• PID: 20.500.12556/RUL-108163
• COBISS.SI-ID: 12471369
• Publication date in RUL: 27.06.2019

Secondary language

• Language: English
• Title: Teachers' and social pedagogues' emotional regulation strategies at educational work in primary school

Abstract

Effective emotion regulation strategies are important in everyday life and have important role in professions that are focused on working with people. In primary school teachers and social pedagogues are encountered with situations where they need to recognize and regulate their emotion responds. Pedagogy work is never neutral since emotions are its immanent part and include also emotion regulation. The master thesis discuses emotion regulation of teachers and social pedagogues in their pedagogical work in primary school. Theoretical part first focuses on emotions and questions of rationality and the role of emotions in everyday and professional life, followed by introduction of different emotion theories with common belief that emotion responses can be modulated (we can change, decrease or increase emotion responds) and introduction of Gross and Thompson model of Emotion Regulation. Empirical part is based on qualitative research, which included nine semi-structured interviews with six primary school teachers and three social pedagogues working in primary school. Aim of the research was to find which Emotion Regulation Strategies are used by teachers and social pedagogues, which emotions are regulated, what is the goal of emotion regulation and which strategies do they find the most effective. Research showed that teachers and social pedagogues use different emotion regulation strategies which they developed through experiences or additional trainings. Goals of emotion regulation are effectiveness, well-being, being focused on students, relations, motivation and discipline. Between groups there are some differences in the ways they use different strategies, which can be result of different age groups, of the students they are working with, and different working methods and forms. Anger is the emotion that is regulated most frequently.Teachers and social pedagogues see pedagogical work as emotional work and emotion regulation as its integral part.

• Keywords: Emotion Regulation