Učiteljevo prepoznavanje strahu učencev pred živalmi

• Main Author: Bobnar, Katja
• Other Authors: Juriševič, Mojca
• Format: Bachelor Thesis
• Language: Slovenian
• Published: K. Bobnar 2017
• Subjects: strah pred živalmi; teorije učenja; poučevanje; modelno učenje; emotions; info:eu-repo/classification/udc/159.942:373.3(043.2); sami
• Online Access: https://repozitorij.uni-lj.si/IzpisGradiva.php?id=85692; https://repozitorij.uni-lj.si/Dokument.php?id=88828&dn=; https://plus.si.cobiss.net/opac7/bib/11167561?lang=sl

Učitelji, učenci in drugi strokovni delavci šole so vsakodnevno v različnih medosebnih interakcijah, v katerih si izmenjujejo znanja, stališča, vrednote, prepričanja. Strahovi, stiske in težave so nekaj normalnega, kar se pojavlja pri učencih. Strahove učenci velikokrat potlačijo, jih ne premagajo, zato ostajajo prisotni tudi v času odraslosti. Slednje lahko negativno vpliva na njihovo življenje, še posebno kadar so strahovi močni in globoko ukoreninjeni. Eden izmed strahov, ki ga imajo otroci in učenci, je tudi strah pred živalmi. Po mnenju raziskovalcev je lahko naučen ali prirojen. Prirojeni strahovi naj bi imeli izvor v potencialni nevarnosti živali, kot so plenilci in kače. Naučen strah je lahko posledica lastnih negativnih izkušenj, klasičnega ali instrumentalnega pogojevanja, učenja z opazovanjem ali negativnih informacij. Otroci se veliko stvari naučijo z opazovanjem, zato lahko negativno modelno učenje vpliva na pridobljeni strah, ki je popolnoma neutemeljen. V vlogi modela sprva nastopajo starši, kasneje vzgojitelji v vrtcu, nato učitelji. V obdobju mladostništva se učenci zgledujejo tudi po svojih vrstnikih in vzornikih, ki jih lahko zasledijo na internetu, televiziji in drugje. V empiričnem delu diplomskega projekta sem raziskovala, ali učitelji pri učencih prepoznavajo strah pred živalmi. Zanimalo me je tudi, za katere živali najpogosteje zaznavajo, da se jih učenci bojijo, kako prepoznavajo te strahove in na kakšen način ukrepajo, če jih zaznajo. Zanimalo me je tudi, ali obstaja povezava med učiteljevimi in učenčevimi strahovi pred živalmi in ali so učitelji mnenja, da lahko oni sami, starši ali vrstniki nastopajo v vlogi modela, ki ga učenci posnemajo. Kvalitativna raziskava je pokazala, da učitelja pri svojih učencih prepoznavata strah pred živalmi, predvsem kačami, pajki in žuželkami, medtem ko ga vzgojiteljica ne zaznava. Strah pred živalmi zaznajo po značilni obrazni mimiki, telesni govorici in joku, katerega vzgojiteljica opaža predvsem v vrtcu. Povezave med učiteljevim strahom in tistim, ki ga učitelji pri učencih zaznavajo, nisem vzpostavila. Učitelja in vzgojiteljica so kot dobro prakso pri premagovanju strahu pred živalmi izpostavili direktno izkušnjo, nove, pozitivne informacije in spoznavanje vedenja živali. Teachers, pupils and other professional workers in schools are in different interpersonal interactions, in which they exchange knowledge, views, values and beliefs on a daily basis. Fears, distress and problems are a normal, common feature that appears with pupils. Many times, they suppress their fears, do not overcome them, and that is why they remain present in their adulthood. The latter can affect their lives in a negative way, especially when the fears are strong and deep-set. One of the fears that children and pupils have is the fear of animals. According to researchers, it can be either learned or innate. Innate fears are supposed to have their origin in potential danger of an animal, such as predators, snakes. Learned fear can be a consequence of personal negative experiences, classical or instrumental conditioning, learning by observing or negative information. Children learn many things by observing, therefore negative model learning can affect obtained fear, which is completely unfounded. Parents are the first that appear in the role of the model, then educators in kindergartens and later teachers. In adolescence, pupils look up to their peers, whom they can come across on the internet, TV or elsewhere. In the empirical part of my thesis, I researched whether teachers recognize fear of animals in pupils. I also wondered which animal fears they mostly perceive, how they recognized them and in what way they take measures if they sense fear of animals. I also wondered if there is a connection between teacher's and pupils' fear of animals, whether teachers believe that they themselves, parents or peers can perform the role of a model that pupils imitate. Qualitative research has shown that the teachers recognize fear of animals in their pupils, especially snakes, spiders and insects, whereas the educator in kindergarten does not. Fear of animals is detected by characteristic facial expression, body language and crying, which the educator in kindergarten notices especially in kindergarten. I did not establish a connection between the teacher's fear and those that teachers perceive in pupils. As a good practice in overcoming fear of animals, the teachers and the educator in kindergarten highlighted direct experience, new, positive information and studying the animal behaviour.