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Title:Analiza samoocene učiteljev, ki poučujejo romske otroke na osnovnih šolah : magistrska naloga študijskega programa druge stopnje
Authors:ID Dragan, Magda (Author)
ID Vehovar, Urban (Mentor) More about this mentor... New window
Files:.pdf RAZ_Dragan_Magda_i2012.pdf (1,68 MB)
MD5: 33E50E163FDF9FC34EF77E437422D0E5
 
Language:Slovenian
Work type:Master's thesis/paper
Typology:2.09 - Master's Thesis
Organization:FUDS - School of advanced social studies
Abstract:V magistrski nalogi smo se osredotočili na vlogo učiteljev pri poučevanju romskih otrok. Iskali smo odgovore na vprašanje, ali učitelji romskih otrok menijo, da je njihovo poučevanje v osnovni šoli uspešno. Želeli smo tudi poiskati močne in šibke točke usposobljenosti učiteljev ter morebitne rešitve, kako izboljšati njihovo usposobljenost, da bo poučevanje romskih otrok uspešnejše v smislu večje prisotnosti in učne uspešnosti. Tako smo subjektivno oceno učiteljev romskih učencev o svoji usposobljenosti merili s pomočjo intervjujev z devetimi učitelji na treh osnovnih šolah na Dolenjskem. V uvodnem delu predstavljamo izhodišča za raziskovanje, nato sledi šest konceptualnih zaokroženih poglavij. V drugem predstavljamo splošne značilnosti romske skupnosti in pravno podlago, na kateri sloni njeno izobraževanje. V tretjem poglavju skušamo orisati dejavnike, ki vplivajo na učno uspešnost romskih otrok, in sicer bivalne razmere, pomen kulture in jezika ter vpliv družine na izobraževalni proces. V četrtem poglavju orišemo vlogo učiteljev, ki poučujejo romske otroke, vlogo romskih pomočnikov in model poučevanja na novomeški Osnovni šoli Bršljin kot primer dobre prakse. Peto poglavje je namenjeno empiričnemu delu, kvalitativni raziskavi, šesto pa raziskavo zaokrožuje, saj v njej predstavljamo njene zaključke. Z raziskavo ugotavljamo, da so učitelji za delo z romskimi učenci ustrezno izobraženi in svoje delo ocenjujejo kot uspešno, ob tem pa izpostavljajo, da za svoja prizadevanja niso ustrezno nagrajeni. Nadalje ugotavljamo, da na uspeh oziroma neuspeh romskih učencev pomembno vpliva okolje, iz katerega izhajajo, predvsem odnos njihovih staršev do šole in poučevanja. Če starši ne vidijo pomena v izobraževanju, potem tudi romski otroci šole ne obiskujejo redno in ne sodelujejo pri pouku, ne pišejo domačih nalog. Kot rešitev nakazujemo potrebe po aktivnem vključevanju staršev v proces izobraževanja romskih otrok, vključevanje Romov v predšolsko vzgojo in potrebo po načrtovanju drugačnih metod izobraževanja. Predvsem pa se je izkazalo, da brez skupnih prizadevanj ter spoštovanja in razumevanja tako države na eni kot tudi romske skupnosti na drugi strani boljših rezultatov na področju izobraževanja Romov ne bo.
Keywords:Romi, romska skupnost, položaj romske skupnosti, izobraževanje, poučevanje romskih učencev, vloga učiteljev, metode poučevanja, učni uspeh romskih učencev
Place of publishing:Novo mesto
Place of performance:Novo mesto
Publisher:[M. Dragan]
Year of publishing:2012
Year of performance:2012
Number of pages:93 str., [45] f. pril.
PID:20.500.12556/ReVIS-7912 New window
COBISS.SI-ID:1024504385 New window
UDC:316.35(=214.58):376(043.2)
Note:Na ov.: Magistrska naloga študijskega programa druge stopnje;
Publication date in ReVIS:26.07.2021
Views:1522
Downloads:77
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Secondary language

Language:English
Abstract: In this paper we have focused on the role of teachers who teach Romany children. We were researching whether they feel that their teaching in elementary school is successful. We also wanted to find strengths and weaknesses of teachers’ education and expertise and to establish possible solutions on how to improve their skills in order to improve the teaching of Romany children in terms of increased attendance and educational success. Therefore, we have measured subjective evaluation of teachers on their education and expertise by interviewing nine teachers at three elementary schools in Dolenjska region. The introductory chapter, in which we present a platform for the research, is followed by six conceptual chapters. In the second chapter, we present general characteristics of the Romany community and legal basis of its education. In the third, we try to outline the factors that influence the educational success of Romany children: housing, culture, language and the effect of the family environment. In the fourth, we outline the role of teachers who teach Romany children, the role of Romany assistants and the educational model applied in teaching Romany children at the Elementary school Bršljin in Novo mesto as an example of good practice. The fifth chapter is devoted to empirical analysis, i.e. to qualitative research, and the sixth rounds the survey as it presents its conclusions. The survey shows that the teachers are adequately educated for teaching Romany pupils. They evaluate their work as successful, but they are not adequately rewarded for their efforts. The success or the failure of Romany pupils is significantly affected by the environment which they come from, particularly their parents' attitude towards the education. If the parents don’t recognize the importance of education, then the Romany children also don’t attend school regularly, don’t participate in class and don’t do their homework. As a solution, we suggest more active involvement of Romany parents in the educational process, the need to include Romany children in preschool education, and the need to plan for and apply alternative methods of education. And above all, the survey notes that without joint efforts, respect and understanding of the state and the Romany community we will not achieve better results in educating Romany children.
Keywords:romany people, Romany community, situation, education, Romany pupils, teaching Romany pupils, the role of teachers, teaching methods, educational success


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