Izkušnje učiteljev in učencev z delom v paru : magistrsko delo

Koporec, Tjaša (author), Valenčič Zuljan, Milena (mentor)

Zagotavljanje kakovostnega in učinkovitega pouka predstavlja temeljni cilj učiteljevih prizadevanj, zato moramo učne metode in oblike izbrati pravilno, ter pri pouku zagotoviti ustrezno sodelovanje med učenci in učitelji. Pomembno je, da zna učitelj učence motivirati in jih pripraviti na dobro sodelovanje in sodelovalno učenje. Sodelovalno učenje je učenje v majhnih skupinah z namenom, da bi učenci dosegli nek skupen cilj. Oblikovano je tako, da vsak učenec doseže najboljši učinek pri lastnem učenju in pomaga drugim pri doseganju rezultatov. Osrednje mesto pri tem ima interakcija v skupini. V ustrezno vodenem skupinskem delu učenci razvijajo pomembne komunikacijske spretnosti, sklepajo nova prijateljstva, oblikujejo stališča ter razvijajo različne spretnosti in vrednote. Slavin (2013) na osnovi opravljenih raziskav ugotavlja, da večina sodelovalnega učenja poteka neformalno in ne vsebuje skupinskih ciljev ter posameznikove odgovornosti. Kljub dokazom o pozitivnih učinkih sodelovalnega učenja sodelovalno učenje še vedno ostaja na obrobju šolske prakse in je pogosto slabo izvedeno. Podrobneje sem raziskala učno obliko delo v paru, saj menim, da se ta premalokrat uporablja v šolski praksi in da bi pogostejša in didaktično dobro načrtovana izpeljava te učne oblike pomembno prispevala h kakovostnemu znanju učencev in njihovemu navajanju na medsebojno sodelovanje. V empiričnem delu raziskave sem skušala ugotoviti, s kakšnimi nameni in cilji se učitelji odločajo za uporabo te učne oblike, kako pogosto se omenjena oblika uporablja ter pri katerih učnih predmetih. Zanimalo me je, v kateri etapi učnega procesa učitelji uporabljajo delo v paru, kje vidijo prednosti in pomanjkljivosti omenjene oblike ter po katerem kriteriju učitelji razvrščajo učence v pare. Za namene raziskave sem oblikovala anketni vprašalnik za učitelje in strukturiran intervju za učence. Raziskava je potekala na vzorcu 100 učiteljev razrednega pouka in 6 učencev 5. razreda. Ugotovila sem, da se vsi učitelji poslužujejo različnih učnih oblik skoraj vsako učno uro, z izjemo skupinske učne oblike. Intervjuvani učenci so odgovorili, da radi delajo v paru ter si pri pouku želijo več takega dela. Pridobljeni rezultati predstavljajo doprinos k didaktiki in bodo pripomogli h kakovostnejšemu izobraževanju učiteljev na tem področju.

• Language: Slovenian
• Keywords: kakovosten pouk, sodelovalno učenje, učne oblike, delo v paru
• Work type: Master's thesis/paper
• Typology: 2.09 - Master's Thesis
• Organization: PEF - Faculty of Education
• Publisher: [T. Koporec]
• Year: 2016
• Number of pages: 70 str., [6] str. pril.
• PID: 20.500.12556/RUL-81229
• UDC: 37.091.3(043.2)
• COBISS.SI-ID: 10966089
• Publication date in RUL: 11.04.2016

Secondary language

• Language: English
• Title: Experiences of teachers and students with pair work

Abstract

Providing qualitative and effective classes represents the fundamental goal of a teacher. It can be achieved only by properly choosing teaching methods and forms as well as attaining effective cooperation between teachers and pupils. It is important that teachers knows how to motivate their pupils and prepare them for a good cooperation and cooperative learning. Cooperation includes an interaction between pupils where they discuss the learning content and their ways of learning and thinking, instruct and help each other, solve problems, analyse and design plans. Pupils must systematically gain these skills. In a well-managed teamwork environment, pupils develop important communication skills, build friendships, form their opinions and acquire various skills and values. On the basis of his studies, Slavin (2013) notes that the majority of cooperative learning takes place in an informal manner and does not include team goals nor an individual’s responsibility. Despite the evidence on positive effects of cooperative learning, this teaching strategy remains on the periphery of school practice and is often badly performed. I studiedpair work in detail, as I believe that this form of learning is not applied often enough in school practice and a more frequent and didactically well-planned usage of pair work would contribute importantly to a stronger knowledge of pupils and their adaptation to cooperation. In the empirical part of this research, I wished to discover the aims and goals of teachers who decided to use this form of learning, the frequency of its application and names of subjects where pair work was employed. Furthermore, I was interested in the stage of the learning process where teachers used pair work, their views on the advantages and disadvantages of the aforementioned form of learning and their criteria for pairing up pupils. For the purpose of my research, I prepared a survey questionnaire for teachers and a structured interview for pupils. The research sample consisted of 100 primary teachers and 6 pupils. The acquired results represent a contribution to didactics and improve the education of teachers in this area of interest.

• Keywords: quality classes