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Opazovanje ravnanj učiteljice/učitelja v razredu in spol učencev
ID Lukančič, Anja (Author), ID Por, Marjeta (Author), ID Gaber, Slavko (Mentor) More about this mentor... This link opens in a new window, ID Tašner, Veronika (Co-mentor)

URLURL - Presentation file, Visit http://pefprints.pef.uni-lj.si/3318/ This link opens in a new window

Abstract
Magistrsko delo obravnava ravnanja učiteljev/učiteljic razrednega pouka v razredu glede na spol učencev. Sestavljeno je iz dveh delov: teoretičnega in empiričnega. V teoretičnem delu je prikazana povezava med vzgojo in sociologijo, kjer citirava ter povzemava začetnika sociologije vzgoje, ki je govoril o reprodukciji neenakosti, Durkheima in njegovega naslednika Bourdieuja; opisana je tudi šola kot vzgojno-izobraževalna institucija ter oblikovanje spolnih identitet skozi vzgojo. Opisane so razlike med biološkim spolom, s katerim se rodimo, in družbenim, ki se oblikuje pod vplivi okolja, zanimanj itd. Predstavljene so razlike med spoloma, spolni stereotipi in predsodki ter povezava spola s šolo. Sledijo zgodovina šolanja in deljenje učencev po spolu, splošna pravica do izobraževanja ter deljenje in obravnavanje učencev po spolu danes. Ta tematika zajema: temo razlik v obravnavanju dečkov in deklic v razredu; uspešnost učencev glede na spol; predpostavke, zakaj naj bi bile deklice uspešnejše in dečki manj uspešni; učiteljevo vlogo pri vsem tem; ter najpomembnejše: kako odpravljati neenakosti med učenci in učenkami v razredu. V empiričnem delu so predstavljeni rezultati raziskave (opazovanja ravnanj razrednih učiteljic v razredu glede na spol učencev). V tej raziskavi učitelji niso sodelovali. Raziskava je potekala na osnovnih šolah v Ljubljani in Kranju. Razdeljena je bila na opazovanje več učiteljic po eno šolsko uro in opazovanje ene učiteljice več ur. Opazovali sva tri področja: področje discipline, aktivnost učenk in učencev ter aktivnost učiteljic. Vsako opazovano področje je bilo razdeljeno na več konkretnejših primerov. Pri interpretaciji sva se opirali na dobljene rezultate in te primerjali s teoretičnimi izhodišči. Rezultati raziskave so pokazali, da večina opazovanih učiteljic več dopušča dekletom kot dečkom, prav tako večina učiteljic s strožjimi ukrepi kaznuje dečke kot dekleta, pri upoštevanju želja pa ne moreva odgovoriti na raziskovalno vprašanje, saj nisva zasledili primera, ko bi učiteljica upoštevala želje dečka, deklice pa ne. Rezultati raziskave so pokazali še, da so opazne razlike v ravnanjih učiteljic glede na spol učencev, še posebej na področjih dopuščanja, kaznovanja, podajanja povratnih informacij. Prav tako rezultati kažejo, da so dečki s strani večine učiteljic večkrat opozorjeni glede vedenja kot dekleta. Pri pohvalah ni opaznih razlik glede na spol učencev, prav tako ni razlik glede na spol pri klicanju učencev in učenk pred tablo.

Language:Unknown
Keywords:vzgoja in spol
Work type:Not categorized
Organization:PEF - Faculty of Education
Year:2015
PID:20.500.12556/RUL-80077 This link opens in a new window
COBISS.SI-ID:10882377 This link opens in a new window
Publication date in RUL:14.01.2016
Views:1088
Downloads:114
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Secondary language

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Title:Observing teacher's behaviour in the classroom and pupils' gender
Abstract:
The master's thesis deals with observing teacher's behavior in the classroom and pupils' gender. It consists of two parts; theoretical and empirical work. The theoretical part defines the link between education and sociology, we mention first sociologist who writes about the reproduction of inequality Durkheim and his successor Bourdieu. Furthermore, the school as an educational institution and creating gender identities through education. It also defines the differences between sex and gender. Defines the differences between the sex, gender stereotypes and prejudices and how gender is associated with the school. The following describes the history of education and diversion of pupils and pupil’s universal right to education and dissemination and treatment of pupils by sex today. This topic includes differences in treatment between boys and girls in the classroom; student performance by gender assumptions, like why the girls are more successful than boys, and the teacher's role in all this, and the most important how to eliminate inequalities between males and females in the class. The empirical part investigates the teacher's practices in the classroom to different pupils’ gender. Male teachers did not participate in the research. The survey was conducted in elementary schools in Ljubljana and Kranj. Observation was divided on the observation of several teachers for one school hour, and one teacher observation for several hours. We looked at three areas; field discipline, activity of pupils, teacher's activity. Each observed area has been divided into several specific examples. In interpreting, we relied on the results obtained and this was compared with theoretical assumptions. The results show that most of the researched teachers more permits girls as boys as well as most of the teachers punish boys with more severe forms of punishment than girls, in the observations we have not seen a case where a teacher take into account the wishes of the boy but girl's wishes do not. Further the results showed that there are differences in the practices of teachers by gender of learners, especially in the areas of tolerance, punishment, giving feedback. The results also show that boys by the majority of teachers are repeatedly alerted to the behavior than girls. In praise, there are no notable differences by gender, also there are no differences according to gender in calling pupils to the blackboard.

Keywords:education and gender

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