Presoja specialnih in rehablitacijskih pedagogov o lastni usposobljenosti za vodenje razreda

Černe, Maja (author), Valenčič Zuljan, Milena (mentor)

Namen diplomskega dela je bilo raziskati, kako specialni in rehabilitacijski pedagogi, ki poučujejo v prilagojenem programu z nižjim izobrazbenim standardom, presojajo svojo usposobljenost za vodenje razreda. Zanimalo nas je, kako uspešno se spoprijemajo z izzivi v razredu, predvsem na področju discipline. V prvem delu smo predstavili populacijo učencev z lažjo motnjo v duševnem razvoju ter izobraževanje v prilagojenem programu z nižjim izobrazbenim standardom. Opredelili smo kompetence sodobnega učitelja, navedli različne stile in strategije učiteljevega vodenja razreda ter predstavili učiteljev profesionalni razvoj. V drugem delu smo prikazali rezultate raziskave, v kateri je sodelovalo 62 specialnih in rehabilitacijskih pedagogov. Podatke smo zbrali s pomočjo anketnega vprašalnika. Zanimalo nas je, katero področje kompetenc sodobnega učitelja, je po mnenju specialnih in rehabilitacijskih pedagogov, ki delajo v prilagojenem programu z nižjim izobrazbenim standardom, najpomembnejše. Želeli smo ugotoviti, katere kompetence so po njihovem mnenju pomembne za vodenje razreda ter kako presojajo, da jih imajo razvite. Zanimala nas je tudi njihova ocena, kako uspešno se spoprijemajo z različnimi disciplinskimi, vedenjskimi in drugimi težavami učencev v razredu. Raziskali smo njihove prevladujoče stile vodenja in disciplinske pristope. Končno smo raziskali tudi njihovo mnenje o pomembnih dejavnikih za profesionalni razvoj na področju vodenja razreda. Raziskava je pokazala, da je po mnenju specialnih in rehabilitacijskih pedagogov najpomembnejše področje kompetenc sodobnega učitelja učinkovito poučevanje. Med pomembnimi kompetencami za vodenje razreda izpostavljajo učinkovito komunikacijo z učenci. Večina jih ocenjuje, da imajo dobro razvite kompetence za vodenje razreda ter da se uspešno spoprijemajo z disciplinskimi in drugimi težavami učencev v razredu. Njihov prevladujoč stil vodenja je demokratični, najuporabnejši disciplinski pristop pa vzpostavljanje dobrih odnosov med učiteljem in učenci. Menijo, da je najpomembnejši dejavnik za profesionalni razvoj na področju vodenja razreda klima na šoli ter odnosi s sodelavci.

• Language: Slovenian
• Keywords: specialni in rehabilitacijski pedagog
• Work type: Undergraduate thesis
• Typology: 2.11 - Undergraduate Thesis
• Organization: PEF - Faculty of Education
• Year: 2016
• PID: 20.500.12556/RUL-84363
• COBISS.SI-ID: 11089481
• Publication date in RUL: 18.08.2016

Secondary language

• Language: English
• Title: Assessment of special education teachers about their skills for classroom management

Abstract

The aim of this diploma thesis was to research the perceived self-efficacy in classroom management among special education teachers who teach in an adapted education program with lower educational standards. We wanted to evaluate how prepared are they to meet the challenges in maintaining classroom discipline. In the theoretical part of the thesis, we described the characteristics of pupils with mild intellectual disabilities and their education in an adapted educational program with lower educational standards. We defined the competences of the modern teacher, we stated various classroom management styles and strategies and last we defined the notion of professional development. In the empirical part of the thesis, we presented the results of the survey, which included 62 special education teachers. Data were collected using a questionnaire. We aimed to find out which area of competences of the modern teacher is the most important, according to special education teachers who teach in an adapted educational program with lower educational standards. We wanted to determine the key competences for classroom management, according to special education teachers. We aimed to find out how well they have developed those competences and how effectively they handle behavioral and other problems, students have. We were interested in the dominant classroom management styles and disciplinary approaches special education teachers adopt. Finally, we defined the factors that influence their professional development in classroom management. The survey showed that according to special education teachers effective teaching is the most important area of competences of the modern teacher. Among the key competences for classroom management they have exposed effective communication with pupils. Most special education teacher assessed they have well developed those competences and are effective in handling behavioral and other problems, students have. Most teachers adopt democratic classroom management styles and have exposed establishing good relationships between teachers and students as the most appropriate disciplinary approach. They believe that school atmosphere and relations with colleagues are the factors that influence their professional development in classroom management the most.

• Keywords: special education teachers