Komunikacijski stili razrednih učiteljev : razlike med učitelji začetniki in učitelji eksperti

Bogataj, Kristina (avtor), Juriševič, Mojca (mentor)

Odnosi med učitelji in učenci po številnih raziskavah vplivajo na spoznavni in čustveni razvoj učencev. Komunikacija med učenci in učitelji vzpostavlja in ohranja te medosebne odnose. Wubbels je s sodelavci oblikoval model, ki omogoča analizo komunikacije med učitelji in učenci ter določa značilne komunikacijske stile učiteljev. Komunikacijski stil pri vodenju razreda predstavlja pomembno načelo za zagotavljanje kakovostnega učenja in poučevanja ter za vzpostavljanje in ohranjanje odnosov. Zaradi pomembnosti komunikacijskih stilov za zagotavljanje učinkovitega učnega okolja in zaradi primanjkljaja raziskav, ki bi dale vpogled v razmere v Sloveniji, je glavni cilj magistrskega dela ugotoviti, kakšni so komunikacijski stili učiteljev začetnikov in učiteljev ekspertov. Predmet raziskave so tudi morebitne razlike v zaznavanju komunikacijskih stilov med učenci in učitelji. Empirična raziskava je bila izvedena med učenci in učitelji trinajstih oddelkov 4. in 5. razreda (236 učencev in 12 učiteljev). V šestih oddelkih so učence poučevali učitelji začetniki, v sedmih učitelji eksperti. Podatki so bili zbrani z anketiranjem (QTI) in obdelani v okviru kvantitativne paradigme pedagoškega raziskovanja. Rezultati kažejo, da so učenci zaznali razlike v komunikacijskih stilih učiteljev začetnikov in učiteljev ekspertov. Učitelje eksperte so v primerjavi z učitelji začetniki zaznavali kot bolj nezadovoljne, opominjajoče in stroge. Primerjava učiteljev in učencev je pokazala, da se bolj v skladu z zaznavami učencev zaznavajo učitelji začetniki. Učitelji eksperti so svoj komunikacijski stil, v primerjavi z učenci, zaznavali kot bolj razumevajoč in manj naklonjen svobodi učencev in njihovemu spodbujanju odgovornosti. Učitelji začetniki so svoj komunikacijski stil, v primerjavi z učenci, zaznavali kot bolj zadovoljen. Poleg tega rezultati kažejo, da faza strokovnega razvoja vpliva na komunikacijski stil učiteljev. Na komunikacijski stil učiteljev vplivajo tudi osebne izkušnje učiteljev ter njihove strategije odzivanja na spremembe in težave.

• Jezik: Slovenski jezik
• Ključne besede: medosebni odnosi, učiteljeva interakcija, Wubbelsov model
• Vrsta gradiva: Magistrsko delo/naloga
• Tipologija: 2.09 - Magistrsko delo
• Organizacija: PEF - Pedagoška fakulteta
• Založnik: [K. Bogataj]
• Leto izida: 2017
• Št. strani: 89 str.
• PID: 20.500.12556/RUL-96215
• UDK: 373.3(043.2)
• COBISS.SI-ID: 11734089
• Datum objave v RUL: 28.09.2017

Sekundarni jezik

• Jezik: Angleški jezik
• Naslov: Communication styles: differences between novice and experienced primary teacher

Izvleček

According to numerous researches, relationships between teachers and pupils influence the cognitive and emotional development of pupils. The communication between pupils and teachers establishes and maintains these mutual relationships. Wubbels and co-workers formed a model, which allows us to analyse the communication between teachers and pupils, and determines the typical communicational style of teachers. The communicational style in leading a classroom represents an important principle for the assurance of quality learning and teaching and for the establishment and maintenance of relationships. Due to the importance of communicational styles for ensuring an effective learning environment and due to a lack of researches, which would provide insight into the conditions in Slovenia, the main goal of the master’s thesis is to identify the communicational styles of teachers beginners and teachers experts. The subject of the research are also possible differences in the perception of communicational styles between pupils and teachers. The empirical research was conducted among pupils and teachers of thirteen 4th and 5th grade departments (236 pupils and 12 teachers). In six departments, children have been educated by teachers beginners and in seven by teachers experts. The data was obtained with a survey (QTI) and processed within the framework of the quantitative paradigm of pedagogical research. The results show that pupils have perceived differences in communicational styles of teachers beginners and experts. Compared to teachers beginners, teachers experts were perceived as more unsatisfied, admonishing and strict. The comparison of teachers and pupils showed that teachers beginners are being perceived to be more in accordance with the pupils’ perception. Compared to pupils, teachers experts perceived their communicational style as more understanding and less inclined to the freedom of pupils and the encouragement of their responsibility. Compared to pupils, teachers beginners perceived their communicational style as more satisfying. In addition to this, the results show that the phase of professional development influences the communicational style of teachers. The communicational style of teachers is also affected by personal experience of teachers and their strategies for responding to changes and problems.

• Ključne besede: communication, teacher, komunikacija, učitelj