Iskustva nastavnika u poučavanju Govorništva

master's thesis

• Title (english): Teaching rhetoric – teachers' experiences
• Author: Ana Petrović
• Mentor: Gabrijela Kišiček (mentor)
• Mentor: Ana Širanović (komentor)
• Committee member: Iva Bašić (predsjednik povjerenstva)
• Granter: University of Zagreb; Faculty of Humanities and Social Sciences; (Department of Pedagogy); Zagreb
• Granter: University of Zagreb; Faculty of Humanities and Social Sciences; (Department of Phonetics); Zagreb
• Defense date and country: 2023-09-19, Croatia
• Scientific / art field, discipline and subdiscipline: SOCIAL SCIENCES; Pedagogy
• Scientific / art field, discipline and subdiscipline: HUMANISTIC SCIENCES; Philology; Phonetics

Abstract

Osim što je u kontekstu hrvatskoga školstva nastava Govorništva nedovoljno zastupljena, i dosadašnja su istraživanja toga područja izrazito rijetka. Stoga je cilj ovoga rada dobiti uvid u iskustva nastavnika u poučavanju Govorništva te dati smjernice za razvoj i poboljšanje. Provedena su četiri polustrukturirana intervjua s nastavnicima Govorništva u srednjim školama na području Grada Zagreba. Budući da je riječ o fakultativnome predmetu, rezultati istraživanja pokazuju da je u realizaciji nastave Govorništva vidljiva izrazita autonomija nastavnika i škole, a posljedično su tomu poučavanje Govorništva i iskustva nastavnika različiti, ali ne u tolikoj mjeri koliko se pretpostavljalo. Nastava Govorništva u istraživanim školama teži usavršavanju govorničke i komunikacijske vještine, s naglaskom na argumentiranju, prezentiranju i slušanju te primjeni stečenih vještina u društvu. Dominantni sadržaji poučavanja su: kompozicija i izvođenje govora, argumentacija, povijest govorništva, vježbe za glas i izgovor, govorne vrednote, neverbalna komunikacija, govorne vrste s naglaskom na prigodne govore, tehnike slušanja, retorika i politika i poslovna retorika. Dominantne metode poučavanja su metoda razgovora, koja najčešće uključuje slobodni razgovor, heuristički razgovor, diskusiju i debatu, zatim metoda rada na tekstu te analiza govorne izvedbe. Nastava se maksimalno povezuje sa svakodnevicom, dominiraju suradničko učenje i poticajna razredna klima pogodna za iznošenje mišljenja ili bilo koji oblik javnoga nastupa, a učenici su aktivni sudionici nastavnoga procesa. Nastavnici su u konačnici zadovoljni svojim predmetom, ali smatraju da bi kreiranje aktivne mreže nastavnika Govorništva pridonijelo napretku te im olakšalo rad.

Abstract (english)

In addition to the fact that the teaching of Rhetoric (Govorništvo) in Croatian education is underrepresented, previous research in this area is extremely rare. Therefore, the aim of this paper is to gain insight into the experiences of teachers in teaching Rhetoric and to provide guidelines for its development and improvement. Four semi-structured interviews were conducted with teachers of Rhetoric in secondary schools in Zagreb. Since this is an optional subject, the results of the research show that the realization of the teaching of Rhetoric exhibits a pronounced autonomy of teachers and schools. Consequently, teaching Rhetoric, or rather teacher experiences, are different, but not as significantly as previously assumed. Teaching Rhetoric in the researched schools seeks to improve oratory and communication skills with an emphasis on argumentation, presentation, and listening, as well as the application of acquired skills. The dominant teaching contents are composition and speech performance, argumentation, history of rhetoric, speech values and types, voice and pronunciation exercises, non-verbal communication, listening techniques, rhetoric and politics, and business rhetoric; the dominant teaching methods are conversation, text work and the analysis of speech performance. Teaching is maximally connected with everyday life, dominated by collaborative learning and a stimulating classroom climate suitable for expressing opinions (i.e., having a public speech), and students are active participants in the teaching process. Ultimately, teachers are satisfied with their subject, but they believe that creating an active network of teachers of Rhetoric would contribute to progress and facilitate their work.

• Keywords: Govorništvo; poučavanje; nastavnici; nastavni proces; škola
• Keywords (english): Rhetoric; teaching; teachers; teaching process; school
• Language: croatian
• URN:NBN: urn:nbn:hr:131:119633
• Study programme: Title: Pedagogy (double major); Study programme type: university; Study level: graduate; Academic / professional title: magistar/magistra pedagogije (magistar/magistra pedagogije)
• Study programme: Title: Phonetics (double major); specializations in: Clinical Phonetics, Rhetoric, General Phonetics, Rhetoric and General Phonetics; Course: Rhetoric; Study programme type: university; Study level: graduate; Academic / professional title: magistar/magistra edukacije govorništva (magistar/magistra edukacije govorništva)
• Type of resource: Text
• File origin: Born digital
• Access conditions: Open access
• Created on: 2023-09-21 15:23:57