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Title:
Sodelovanje učiteljev s starši priseljencev : magistrsko delo
Authors:
ID
Kolar, Špela
(Author)
ID
Vršnik Perše, Tina
(Mentor)
More about this mentor...
Files:
MAG_Kolar_Spela_2024.pdf
(2,62 MB)
MD5: 29E6CB0F22DCB95214568046B54EED48
Language:
Slovenian
Work type:
Master's thesis/paper
Typology:
2.09 - Master's Thesis
Organization:
PEF - Faculty of Education
Abstract:
Namen magistrskega dela je bil raziskati, s kakšnimi izzivi se srečujejo učitelji v slovenskih šolah na področju dela s starši priseljencev. Preučili smo področje dela s starši na splošno, nato pa smo se posvetili pravnemu položaju priseljencev v Sloveniji in v slovenskih vzgojno-izobraževalnih ustanovah. Nazadnje smo pregledali, kako otroke priseljence in njihove starše obravnavajo v osnovnih šolah. Raziskali smo, kako poteka sam proces vključevanja staršev priseljencev, kakšno oviro predstavlja znanje jezika, kakšno podporo nudi šola ter kakšni so načini in oblike dela s starši priseljencev, na kratko pa smo se posvetili tudi vprašanju o stopnji razvitosti medkulturnih kompetenc učiteljev. V raziskavi je sodelovalo 81 učiteljev, ki v aktualnem šolskem letu poučujejo učenca priseljenca. Ugotavljamo, da učitelji s starši priseljencev v povprečju redko sodelujejo, veliko oviro pa predstavlja neznanje slovenščine. Podpora šole se v največji meri kaže v sodelovanju s šolsko svetovalno službo, učitelji pa staršem priseljencev le redko nudijo podporo pri vključevanju v novo okolje. Tudi pri poznavanju zakonodaje in smernic rezultati niso bili spodbudni, kar pa je lahko tudi posledica okrnjenega nabora uradnih dokumentov. Vse pa ni nujno slabo, saj so učitelji navedli precej različnih primerov dobrih praks pri delu, prav tako pa menijo, da imajo dobro razvite medkulturne kompetence. Povzamemo lahko, da pedagoško stroko na tem področju čaka še precej dela, a svetle izjeme, vključujoči načini dela in izvedba različnih projektov vseeno dajejo upanje na pozitiven razvoj tega področja.
Keywords:
delo s starši priseljencev
,
učitelji
,
sodelovanje
,
priseljenci
,
osnovna šola
Place of publishing:
Maribor
Place of performance:
Maribor
Publisher:
[Š. Kolar]
Year of publishing:
2024
Number of pages:
1 spletni vir (1 datoteka PDF (VIII, 86 str.))
PID:
20.500.12556/DKUM-86919
UDC:
37.064.1-057.874-054.72(043.2)
COBISS.SI-ID:
187691523
Publication date in DKUM:
05.03.2024
Views:
437
Downloads:
139
Metadata:
Categories:
PEF
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:
KOLAR, Špela, 2024,
Sodelovanje učiteljev s starši priseljencev : magistrsko delo
[online]. Master’s thesis. Maribor : Š. Kolar. [Accessed 26 April 2025]. Retrieved from: https://dk.um.si/IzpisGradiva.php?lang=eng&id=86919
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Licences
License:
CC BY-NC-ND 4.0, Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International
Link:
http://creativecommons.org/licenses/by-nc-nd/4.0/
Description:
The most restrictive Creative Commons license. This only allows people to download and share the work for no commercial gain and for no other purposes.
Licensing start date:
29.01.2024
Secondary language
Language:
English
Title:
Teachers' cooperation with parents of migrant pupils
Abstract:
The title of the master's thesis was to explore the challenges that teachers in Slovenian schools face in working with immigrant parents. We examined the field of working with parents in general and then focused on the legal status of immigrants in Slovenia and Slovenian educational institutions. Finally, we also looked at how immigrant children and their parents are treated in primary schools. We investigated how the process of involving immigrant parents works, the language barrier they face, the support provided by schools, and the methods and forms of working with immigrant parents. We briefly discussed the development of teachers' intercultural competencies. The study involved 81 teachers who are currently teaching immigrant students. We found that, on average, teachers rarely collaborate with immigrant parents, and a significant barrier is the lack of knowledge of the Slovenian language. School support is mostly evident in cooperation with the school counseling service, and teachers rarely provide support to immigrant parents in their integration into the new environment. Even in terms of knowledge of legislation and guidelines, the results were not encouraging, which may also be due to the limited availability of official documents. However, it is not all necessarily negative, as teachers mentioned several positive practices in their work, and they also believe that they have well-developed intercultural competencies. In summary, there is still much work to be done in the field of pedagogy in this area, but bright examples and inclusive approaches, as well as the implementation of various projects, offer hope for positive development in this field.
Keywords:
working with immigrant parents
,
teachers
,
collaboration
,
immigrants
,
primary school
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