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Title:Stališča učiteljev o vplivu različnih posebnosti otrok in mladostnikov na njihove zmožnosti za aktivno učno in socialno vključevanje v šoli
Authors:Kiswarday, Vanja Riccarda (Author)
Files:URL http://www.zrs.upr.si/monografije/single/aktivnosti-ucencev-v-ucnem-procesu-1953
 
Language:Slovenian
Work type:Not categorized
Tipology:1.16 - Independent Scientific Component Part or a Chapter in a Monograph
Organization:PEF - Faculty of Education
Abstract:V pričujočem prispevku je izpostavljen pomen pouka, ki aktivno vključuje učenca v vseh etapah učnega procesa in vseh fazah učenja. Tako naravnan pouk ranljivim skupinam učencev zagotavlja varovalno oporo, ki se ne kaže zgolj v povečevanju možnosti za njihovo večjo učno uspešnost, temveč tudi pri razvoju njihove osebne odpornosti in prožnosti, ki jim ju lahko z izkušnjami, pridobljenimi v procesu aktivnega učenja v šoli, uspe prenesti tudi v vsakdanje življenje - v doživljanje samega sebe in v bolj zdravo, uspešno in učinkovito odzivanje v težkih ali tveganih življenjskih situacijah. V prispevku so predstavljeni rezultati empirične raziskave, ki je bila usmerjena v subjektivne ocene učiteljev o pogostosti nekaterih razvojnih ali družinskih posebnosti otrok in mladostnikov, za katere menimo, da so dejavniki tveganja. Da ti otrokom in mladostnikom vsak dan poslabšujejo razmere pri vključevanju v šolski prostor, ugotavljajo tudi nekatere domače raziskave (Magajna 2006; Grebenc 2010). Na podlagi samoocen učiteljev smo ugotavljali tudi prepričanja o njihovi profesionalni vlogi pri pomoči in podpori tem učencem. Analizirali smo tudi subjektivna prepričanja učiteljev o vplivu navedenih posebnosti na učno in socialno funkcioniranje otrok in mladostnikov v šoli. Glede na dobljene rezultate v prispevku posebej omenjamo skupine učencev, ki izhajajo iz specifičnega družinskega okolja (bodisi da so v tem okolju deležni manj vzgojnih in učnih vzpodbud, so prikrajšani zaradi revščine bodisi da se njihovo družinsko okolje razlikuje po jeziku ali kulturnih običajih), ter skupine učencev, ki imajo težave na področju uravnavanja čustvovanja in vedenja ter v socialnih interakcijah. Rezultate raziskave povezujemo z ugotovitvami raziskav s področja rezilientnosti, ki šolskemu mikrosistemu dajejo velik pomen v procesu spodbujanja razvoja življenjske odpornosti in prožnosti ranljivih skupin otrok in mladostnikov pri premagovanju težav.
Keywords:ranljive skupine učencev, prepričanja učiteljev, dejavniki tveganja, varovalni dejavniki, življenjska odpornost in prožnost, didaktična načela, inkluzivna šola, socialno kohezivna šola
Year of publishing:2015
Number of pages:Str. 135-150, 602-604
UDC:376
COBISS_ID:1537766340 Link is opened in a new window
Views:2058
Downloads:43
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Secondary language

Language:English
Title:Teachers' belies about the influence of various students' characteristics on their capabilities for active participation in learning and social activities in school environment
Abstract:Educational process that emphasizes the empowerment of individual and group constructivist activities and holistic personality development of the child has to be organised in a stimulative learning environment where individual characteristics (weaknesses and potentials) are recognised. Within the social interaction of the teacher, students and learning context three basic and equivalent processes are running continuously: teaching, learning and educating (Strmčnik 1999). The teacher managing such a process has to observe the interactions carefully in order to make subtle differentiation regarding students' bio-psycho-social needs and create a stimulative learning environment that enables dynamic interaction, exploration and holistic reconstruction of subjective experience. Learning and social effectiveness and prosperity within heterogeneous group settings require educational strategies to intertwine with strategies that empower students' resilience. In the recently done research we were interested in finding out: - How often do teachers recognize certain students' characteristics on which they claim that students need differentiated and individualised educational approach (different bio-psycho-social characteristics were exposed); - How intensively do - in teachers' opinion - these characteristics affect students' ability for active participation in educational and social activities within the school context; - If there is a positive correlation between the teachers' awareness of the incidence of listed particularities and their self-competence to give those students appropriate educational support. The results have shown that teachers perceive most of the exposed characteristics to influence on students' abilities for active participation in learning and social activities with medium degree at least, and can therefore be recognized as risk factors in the school context. In comparison with students with learning disabilities students with emotional and behavioural difficulties as well as students with different cultural and linguistic backgrounds are facing more difficulties in the process of integration in the learning and social environment within school because of the lack of appropriate teachers' competences and educational support. The resilience theory recognizes the school system as one of the most incentive and complex settings in child's development that offers various possibilities for establishment or improvement of protective factors, processes and mechanisms that support active involvement in learning and social context and prevent from academic failure, unrealised potentials, social isolation and emotional and behavioural problems. Teachers can create better opportunities for all students by binding educational and learning strategies with strategies that foster resilience and social cohesion in the school setting.
Keywords:students at risk, teacher's beliefs, risk factors, protective factors, resilience, didactical principles, inclusive education, socially cohesive school

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