Stališča vzgojiteljev do lastne zmožnosti govornega nastopanja

Daničič, Tjaša (author), Petek, Tomaž (mentor)

V diplomskem delu smo se osredinili na stališča vzgojiteljev do lastne zmožnosti govornega nastopanja. V teoretičnem delu smo opredelili javno govorno nastopanje. Nato smo ga umestili v vzgojiteljevo delo v vrtcu, pri čemer smo opredelili pedagoški govor, našteli govorne položaje vzgojitelja in besedilne vrste, s katerimi se mora znati sporazumevati pri svojem delu. Nadaljevali smo z vpogledom v proces tvorjenja javnih enogovornih govorjenih besedil, večji poudarek pa smo namenili postopkom razvijanja zmožnosti vzgojiteljevega govornega nastopanja. V empiričnem delu smo želeli ugotoviti, kakšna stališča imajo vzgojitelji do govornega nastopanja vzgojiteljev na splošno v poklicu in kakšna pri delu z otroki v vrtcu, kako pomembna se jim zdi priprava na govorno nastopanje in na katerih področjih govornega nastopanja želijo vzgojitelji izboljšati lastno prakso. V raziskavo je bilo vključenih 160 vzgojiteljev predšolskih otrok iz različnih vrtcev v Sloveniji. Uporabljena je bila deskriptivna metoda pedagoškega raziskovanja. Podatke smo analizirali z osnovno deskriptivno statistiko, s pomočjo grafov in tabel ter jih interpretirali. Raziskava je pokazala, da se anketiranim vzgojiteljem zdi zmožnost uspešnega govornega nastopanja na splošno v njihovem poklicu zelo pomembna. Strinjajo se, da pravilno in učinkovito govorno nastopanje predstavlja možnost za vzgojiteljev profesionalni razvoj in zahteva posebno govorno izpopolnjevanje. Ugotovili smo, da vzgojiteljem učinkovito govorno nastopanje predstavlja pomemben govorni zgled otrokom, hkrati pa smo ugotovili, da pri podajanju nove vsebine otrokom uporabljajo knjižni pogovorni jezik. Vzgojitelji svojo lastno zmožnost ocenjujejo kot zelo dobro, prav tako pa se jim dobra in kakovostna priprava na govorni nastop zdi zelo pomembna in ji pogosto ali vedno posvečajo pozornost. Za izboljšanje lastne prakse govornega nastopanja si najbolj želijo pridobiti znanje na področju poznavanja meril za javno govorno nastopanje. Na podlagi izsledkov teoretičnega in empiričnega dela smo oblikovali priporočila za vzgojitelje o govornem nastopanju v vrtcu, ki so jim lahko v pomoč pri pripravi in izvedbi na govorno nastopanje.

• Language: Slovenian
• Keywords: javno govorno nastopanje
• Work type: Bachelor thesis/paper
• Typology: 2.11 - Undergraduate Thesis
• Organization: PEF - Faculty of Education
• Year: 2022
• PID: 20.500.12556/RUL-139449
• COBISS.SI-ID: 119868419
• Publication date in RUL: 07.09.2022

Secondary language

• Language: English
• Title: Preeschool teachers' attitudes towards their own ability to speak in public

Abstract

In this paper, we focused on preschool teachers' views on their public speaking skills. The theoretical part defines public speaking, which is then presented in the context of preschool teachers' work in preschool. In addition, pedagogic discourse is determined and preschool teachers' speech situations and types of texts they have to know how to approach in their line of work are outlined. We go on to present the process of creating monologue texts delivered to the public, focusing on processes of developing public speaking skills of preschool teachers. In the empirical part, we tried to determine preschool teachers' views on public speaking in general and those related to working with children in preschool, how important they deem the preparation for public speaking and in what areas of public speaking they want to improve their practical skills. Our research involved 160 preschool teachers from different preschools across Slovenia. The descriptive research method was used, with the acquired data analysed, and then interpreted, using descriptive statistics, graphs and tables. According to research findings, the surveyed preschool teachers generally perceive public speaking skills as very important for their profession. They agree that correct and effective public speaking presents an opportunity for their professional development and requires special speech training. We determined that, according to the preschool teachers, children look up to their effective public speaking skills, so it is important that they use literary and colloquial language when delivering to children new content. They assess their skills as very good and they deem good and quality preparation for public speaking very important or they always pay to it a lot of attention. In order to improve their practical public speaking skills, they desire the most to familiarise themselves with guidelines for public speaking. Based on the findings of the theoretical and empirical parts, we drew up guidelines for preschool teachers on public speaking in preschool, including instructions on how to prepare and deliver public speeches.

• Keywords: public speaking