Medkulturna občutljivost študentov razrednega pouka

Vučko, Tamara (author), Razpotnik, Špela (mentor), Mlinar, Karmen (comentor)

V današnjem času zaradi množičnih migracij družba, in s tem tudi šola, postaja vse bolj večkulturna. V želji, da bi prihodnje generacije znale spoštljivo sobivati in sprejemati drug drugega, moramo za vzgojo v tej smeri poskrbeti že zgodaj, pri čemer pa ima izjemno veliko vlogo tudi šola. Da pa lahko učitelji učence vzgajajo v duhu medkulturnosti in spoštovanja vsakogar, ne glede na njegove različnosti, morajo biti učitelji dovolj medkulturno občutljivi, zato moramo za razvoj in utrjevanje njihove medkulturne občutljivosti poskrbeti že v času njihovega izobraževanja. Glede na to, da je ustrezno razvita medkulturna občutljivost za učitelje izjemnega pomena, smo z raziskavo, opravljeno v okviru tega magistrskega dela, želeli ugotoviti stopnjo medkulturne občutljivosti študentov razrednega pouka in ugotoviti, kateri dejavniki se z medkulturno občutljivostjo povezujejo. Razvitost medkulturne občutljivosti smo ugotavljali z lestvico medkulturne občutljivosti, ki sta jo razvila Chen in Starosta (2000). V namenski vzorec je bilo vključenih 268 študentov z vseh pedagoških fakultet v Sloveniji – Pedagoška fakulteta Univerze v Ljubljani, Mariboru in na Primorskem. Vzorec zajema študente vseh letnikov, ki so v študijskem letu 2020/21 obiskovali prvo- in drugostopenjski program Razredni pouk oz. Poučevanje na razredni stopnji (z angleščino). Rezultati raziskave kažejo, da imajo študenti razrednega pouka v Sloveniji visoko razvito stopnjo medkulturne občutljivosti. Ugotovili smo, da se medkulturna občutljivost pomembno povezuje s prijateljstvi z osebami drugih etnij in stopnjo izobrazbe drugega skrbnika. Ob podrobni analizi smo poleg tega ugotovili, da naši rezultati kažejo, da bi bilo določene dejavnike (stopnja izobrazbe prvega skrbnika, pogostost stikov s prijatelji drugih etnij, večjezičnost in udeležba na mednarodnih izmenjavah) v nadaljnjih raziskavah vredno raziskati tudi na ravni kvalitativne metodologije. Na osnovi obravnavane literature in na podlagi pridobljenih rezultatov smo oblikovali nekaj predlogov za izboljšanje ali dopolnitev programa izobraževanja študentov razrednega pouka. Namen predlogov je prihodnjim učiteljem omogočiti boljši razvoj in utrditev medkulturne občutljivosti, hkrati pa jim omogočiti, da se bodo počutili usposobljene in pripravljene na delo v večkulturni šoli.

• Language: Slovenian
• Keywords: medkulturna občutljivost
• Work type: Master's thesis/paper
• Typology: 2.09 - Master's Thesis
• Organization: PEF - Faculty of Education
• Year: 2022
• PID: 20.500.12556/RUL-135289
• COBISS.SI-ID: 99764227
• Publication date in RUL: 15.03.2022

Secondary language

• Language: English
• Title: Intercultural sensitivity of primary teacher education students

Abstract

Nowadays, society and consequently schools are more and more multicultural due to mass migrations. If we want the next generations to know how to live together respectfully and accept each other, we must provide education in this direction from an early age, to which schools can contribute greatly. However, in order for teachers to educate pupils in the spirit of interculturalism and respectful behaviour among everyone, regardless of their differences and diversities, they must be sufficiently interculturally sensitive. Therefore, we must take care of the development and consolidation of their intercultural sensitivity during their training. Given the fact that a well-developed intercultural sensitivity is extremely important for teachers, our research aimed to determine the level of intercultural sensitivity of Primary Teacher Education students and to determine which of the selected factors are related to intercultural sensitivity. The level of intercultural sensitivity was determined by the Intercultural Sensitivity Scale developed by Chen and Starosta (2000). The sample included 268 students from all faculties of education in Slovenia – the Faculty of Education of the University of Ljubljana, Maribor and Primorska. The sample included students from all Years attending the Undergraduate First Cycle Programme Primary Teacher Education and the Postgraduate Second Cycle Programme Primary Teacher Education in the academic year 2020/21. The research results show that Primary Teacher Education students in Slovenia have a highly developed level of intercultural sensitivity. We found out that intercultural sensitivity is significantly related to friendships with people of other ethnicities and to the educational level of the second guardian. In a detailed analysis, we found out that several factors (educational level of the first guardian, frequency of contacts with friends of other ethnicities, multilingualism, and participation in international exchanges) should be further investigated at the level of qualitative methodology. Based on the literature reviewed and the results obtained, we have formulated some suggestions for improving or supplementing the training programme of Primary Teacher Education students regarding intercultural sensitivity. The purpose of the suggestions is to enable better development and consolidation of intercultural sensitivity for future teachers, while enabling them to feel qualified and ready to work in a multicultural school.

• Keywords: intercultural sensitivity