Uloga refleksivnosti u pružanju odgojno-obrazovne podrške učenicima izbjeglicama

master's thesis

• Title (english): The role of reflexivity in providing educational support to refugee students
• Author: Matea Pleš
• Mentor: Marija Bartulović (mentor)
• Mentor: Ana Širanović (mentor)
• Committee member: Ante Kolak (predsjednik povjerenstva)
• Committee member: Ivan Markić (član povjerenstva)
• Granter: University of Zagreb; Faculty of Humanities and Social Sciences; (Department of Pedagogy); Zagreb
• Defense date and country: 2021-07-19, Croatia
• Scientific / art field, discipline and subdiscipline: SOCIAL SCIENCES; Pedagogy; General Pedagogy

Abstract

Tema ovog diplomskog rada je uloga refleksivnosti u pružanju odgojno–obrazovne podrške učenicima izbjeglicama. Teorijski dio započinje prikazom migracija na području Europe, nakon čega slijedi poglavlje o važnosti interkulturnih kompetencija nastavnika za rad s kulturno drugačijim učenicima te poglavlje vezano uz refleksiju, odnosno tehnike i modele refleksivne prakse. S obzirom na to da je ova tema nedovoljno istražena, cilj samoga istraživanja bio je ispitati ulogu refleksivnosti u pružanju odgojno–obrazovne podrške učenicima izbjeglicama. Korištena je kvalitativna metodologija, a podaci su prikupljeni provođenjem dvije fokus grupe, u kojima je sudjelovalo 10 asistenata u nastavi. Iako su sudionici podijeljeni oko svrhovitosti svakodnevnog reflektiranja vlastite prakse, takav oblik promišljanja i djelovanja u radu s učenicima izbjeglicama smatraju iznimno važnim. Rezultati istraživanja pokazuju da dio sudionika nije provodio refleksiju tijekom same prakse, uglavnom zbog nesigurnosti i straha od pogoršanja situacije. S druge strane, svi sudionici provodili su refleksiju nakon prakse. Također, sudionici su istaknuli prednosti i izazove primjene refleksivnih dnevnika i supervizijskih susreta u procesu pružanja podrške učenicima izbjeglicama. Rezultati istraživanja pokazuju da su sudionici prepoznali vlastite granice strpljivosti, nedovoljna znanja u radu s učenicima te važnost improvizacije u odgojno–obrazovnom radu. Sudionici su najčešće pružali obrazovnu podršku te, u nešto manjoj mjeri, emocionalnu, jezičnu i socijalizacijsku podršku. Naposljetku su opisali i kako vide ulogu refleksivnosti u svom budućem pedagoškom radu.

Abstract (english)

The topic of this thesis is the role of reflexivity in providing educational support to refugee students. The theoretical part begins with an overview of migration in Europe, followed by a chapter on the importance of intercultural competencies of teachers to work with culturally different students and a chapter related to reflection, ie techniques and models of reflective practice. Given that this topic has been insufficiently researched, the aim of the research itself was to examine the role of reflexivity in providing educational support to refugee students. A qualitative methodology was used, and data were collected by conducting two focus groups, in which 10 teaching assistants participated. Although participants are divided over the purposefulness of daily reflection on their own practice, they consider this form of reflection and action in working with refugee students to be extremely important. The results of the research show that some of the participants did not reflect during the practice itself, mainly due to insecurity and fear of worsening the situation. On the other hand, all participants conducted post-internship reflection. Also, participants highlighted the advantages and challenges of applying reflective diaries and supervision meetings in the process of providing support to refugee students. The results of the research show that the participants recognized their own limits of patience, insufficient knowledge in working with students and the importance of improvisation in educational work. Participants most often provided educational support and, to a lesser extent, emotional, linguistic and socialization support. Finally, they described how they see the role of reflexivity in their future pedagogical work.

• Keywords: učenici izbjeglice; refleksivnost; podrška; asistenti
• Keywords (english): refugee students; reflexivity; support; assistants
• Language: croatian
• URN:NBN: urn:nbn:hr:131:793085
• Study programme: Title: Pedagogy (single major); Study programme type: university; Study level: graduate; Academic / professional title: magistar/magistra pedagogije (magistar/magistra pedagogije)
• Type of resource: Text
• File origin: Born digital
• Access conditions: Open access
• Created on: 2021-07-22 15:36:35