Implicitne pedagogije učitelja osnovne škole - studija slučaja

master's thesis

• Title (english): Implicit pedagogy of elementary school teachers – case study
• Author: Veronika Razum
• Mentor: Ante Kolak (mentor)
• Committee member: Ivan Markić (predsjednik povjerenstva)
• Committee member: Mara Sesar (član povjerenstva)
• Granter: University of Zagreb; Faculty of Humanities and Social Sciences; (Department of Pedagogy); Zagreb
• Defense date and country: 2024-03-12, Croatia
• Scientific / art field, discipline and subdiscipline: SOCIAL SCIENCES; Pedagogy; School Pedagogy

Abstract

Osobne teorije o odgoju i obrazovanju koje su nastale pod utjecajem iskustva, sustava vrijednosti i stavova nazivamo implicitnim pedagogijama. Implicitne pedagogije imaju velik utjecaj na rad učitelja u razredu, a često su u proturječju s eksplicitnim pedagogijama, koje su propisane zakonskim regulativama i dokumentima. Iako eksplicitne i implicitne pedagogije nikada neće biti u potpunosti izjednačene, jer na razvoj implicitnih pedagogija utječu osobna iskustva, učitelji često nisu svjesni velike neujednačenosti implicitnih i eksplicitnih pedagogija, što se često pojavljuje u praksi. Prvi korak u poticanju promjena unutar odgojno-obrazovne ustanove upravo je poznavanje i razumijevanje implicitnih pedagogija odgojno-obrazovnih djelatnika, što pred pedagoge stavlja zahtjev za prepoznavanjem implicitnih pedagogija učitelja u cilju unaprjeđenja rada ustanove. Jedan od načina za dobivanje uvida u implicitne pedagogije učitelja jest promatranje nastave. Stoga je cilj ovog istraživanja bio, uz pomoć promatranja nastave, dobiti uvid u implicitne pedagogije učitelja u osnovnoj školi. Za potrebe ovog istraživanja razvijen je Protokol za praćenje implicitnih pedagogija učitelja, u kojem su uključena područja slobode, samostalnosti, suradnje, participacije, znatiželje i povratnih informacija kao područja u kojima se mogu prepoznati implicitne pedagogije. Promatranje nastave provedeno je u jednoj osnovnoj školi koje je trajalo tjedan dana, a u istraživanju su sudjelovale četiri učiteljice razredne nastave. Rezultati istraživanja pokazuju da učiteljice razredne nastave u školi u kojoj se provodilo istraživanje na različite načine uključuju sve spomenute elemente u svoju nastavu. Učiteljica A ističe se u poticanju suradnje i povratnih informacija, učiteljica B u poticanju slobode, suradnje i znatiželje, a učiteljice C i D u poticanju znatiželje. Iz toga je vidljivo kako učiteljice učenike vide kao aktivne sudionike odgojno-obrazovnog procesa koji sukonstruiraju svoje znanje, da vjeruju u njihove sposobnosti te potiču aktivnu participaciju učenika u školi.

Abstract (english)

Personal theories about upbringing and education that were created under the influence of experience, value systems and attitudes are called implicit pedagogies. Implicit pedagogies have a great influence on the work of teachers in the classroom, but implicit pedagogies are often in conflict with explicit pedagogies prescribed by legal regulations and documents. Although explicit and implicit pedagogies will never be completely equal, because the development of implicit pedagogies is influenced by personal experiences, teachers are often not aware of the great disparity between implicit and explicit pedagogies, which often appears in practice. The first step in encouraging changes within an educational institution is to know and understand the implicit pedagogies of educational workers, which places a demand on pedagogues to recognize the implicit pedagogies of teachers with the aim of improving the work of the institution. One way to gain insight into teachers' implicit pedagogies is to observe classes. Therefore, the goal of this research was to gain insight into the implicit pedagogies of elementary school teachers with the help of observing classes. For the purposes of this research, a Protocol for monitoring teachers' implicit pedagogies was developed, which includes areas of freedom, independence, cooperation, participation, curiosity and feedback as areas in which implicit pedagogies can be recognized. Lesson observation was carried out in one elementary school, which lasted for a week, and four classroom teachers participated in the research. The research results show that classroom teachers in the school where the research was conducted include all the mentioned elements in their teaching in different ways. Teacher A excels in encouraging cooperation and feedback, teacher B in encouraging freedom, cooperation and curiosity, and teachers C and D in encouraging curiosity. It is evident from this, that teachers see students as active participants in the educational process who co-construct their knowledge, that they believe in their abilities and encourage active participation of students in school.

• Keywords: Implicitne pedagogije; sloboda; samostalnost; suradnja; participacija; znatiželja; povratne informacije
• Keywords (english): Implicit pedagogy; freedom; independence; cooperation; participation; curiosity; feedback
• Language: croatian
• URN:NBN: urn:nbn:hr:131:940724
• 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: 2024-03-25 17:49:52