| Popis: |
Učitelj razrednik v prvi triadi osnovne šole je naslov diplomskega dela, s katerim sem želela bolje spoznati naloge in dolžnosti učitelja — razrednika. V teoretičnem delu sem najprej opredelila učitelja in njegove naloge, nato razrednika in njegove naloge in na koncu še delo razrednega učitelja v prvi triadi osnovne šole. Namen raziskave je bil ugotoviti mnenje razrednikov o njihovi usposobljenosti za izvajanje razredniške funkcije, stališče razrednikov o načinu poučevanja v prvi triadi osnovne šole in vpliv pričakovanj, ki jih razredniki doživljajo od različnih udeležencev vzgojno-izobraževalnega procesa. Pri raziskovalnem delu sem uporabila deskriptivno in kavzalno neeksperimentalno metodo empiričnega pedagoškega raziskovanja. Želene podatke sem zbrala s pomočjo anketnega vprašalnika. Analiza mnenja o usposobljenosti razrednikov za izvajanje razredniške funkcije je pokazala na enakomerno porazdelitev razrednikov glede usposobljenosti. Na ravnanje razrednikov najbolj vplivajo pričakovanja učencev in lastna pričakovanja. Najmanjši vpliv na ravnanje razrednikov pa predstavljajo pričakovanja drugih učiteljev in strokovnih delavcev. Vsi razredniki so kot eno izmed prednosti načina poučevanja v prvi triadi navedli dobro poznavanje otrok, njihovega napredka in staršev. Najpogosteje navedena slabost poučevanja v prvi triadi osnovne šole pa je bila kategorija premočna navezanost učitelja na učence in obratno, kar vodi v preveč osebni odnos. Class teacher in the first three years of primary school is the title of my diploma work, where I wanted to present the tasks and duties of a class teacher. In the theoretical part I first defined the teacher and his/her tasks, then the class teacher and his/her tasks and at the end the tasks of teachers in the first three years of primary school. The aim of my survey was to find out the opinion of class teachers about their qualification in performing the function of a class teacher, the class teacher's point of view about teaching in the first tree years in primary school and the influence of expectations that class teachers experience from different participants in the educational - pedagogical process. In the research part I used the descriptive and causal non experimental method of empiric pedagogical research. I got the needed data by means of a questionnaire. The opinion analysis about the qualifications of a class teacher to perform the tasks of a class teacher showed an equal division of class teachers regarding their qualification. The strongest influence to the teacher's treatment are the expectations of the pupils and his/her expectations. The lowest influence to the teacher’s treatment are the expectations of other teachers and experts. All teachers mentioned as one of the advantages of teaching in the first three years the good knowledge about the children, their progress and their parents. The most mentioned disadvantage of teaching in the first three years in primary school was the category of a too strong attachment teacher - pupil and vice versa that leads to a too personals relationship. |
