The hidden curriculum refers to various dimensions of pedagogical activity that concern (professional) knowledge, power relations and the socio-cultural context in which educators operate. The ...article presents ways in which school counsellors understand the hidden curriculum. The findings of qualitative analysis of interviews with 37 school counsellors are presented. Focus is given to how school counsellors understand the term hidden curriculum, recognise and respond to it. While the results revealed that school counsellors know the basic definitions of the hidden curriculum, deeper analysis of their answers showed this understanding is often incomplete and inadequate. In the future, greater attention should be paid to the extent to which the hidden curriculum is recognised and present in both schools generally and the work of the school counselling service.
The study aimed to investigate the influence of the school moral and contingency leadership on the positive school climate. The quasi-experimental quantitative approach, a structured questionnaire, ...and a non-random cluster sample of respondents were used in the empirical study. The study revealed a positive correlation between moral leadership and a positive school climate as well as a low negative correlation between contingency leadership and a positive school climate.
Prikriti kurikulum predstavlja različne razsežnosti pedagoškega delovanja. Nanaša se na (strokovno) znanje, razmerja moči in družbeno-kulturni kontekst, v katerem delujemo. V članku predstavljamo ...razumevanje prikritega kurikuluma s perspektive šolskih svetovalnih delavcev.1 Predstavljene so ugotovitve kvalitativne analize intervjujev s 37 šolskimi svetovalnimi delavci. Analizirano je, kaj šolski svetovalni delavci razumejo pod izrazom prikriti kurikulum, kako ga prepoznajo in kako se nanj odzivajo. Rezultati kažejo, da šolski svetovalni delavci poznajo osnovne opredelitve prikritega kurikuluma, bolj poglobljena analiza njihovih odgovorov pa je pokazala, da je to razumevanje pogosto nepopolno in neustrezno. V prihodnje bo treba več pozornosti nameniti prepoznavanju in prisotnosti prikritega kurikuluma, tako v šolah na splošno kot tudi pri delu šolske svetovalne službe.
This article examines the role of the school counselling service as a protective factor in adolescents’ lives. School counsellors provide adolescents with information, emotional support, and ...counselling, and for many adolescents, they are the only source of support outside the family. The findings of a study conducted among 1,363 primary school students and 306 secondary school students from Slovenia are presented. The data showed that the students regard school counsellors favourably, and they generally have a high degree of trust in them.
V príspevku pojasnjujemo in utemeljujemo vlogo in pomen svetovalne službe za uspešno uresničevanje Koncepta odkrivanja in dela z nadarjenimi učenci v devetletni osnovni šoli in Koncepta ...vzgojno-izobraževalnega dela z nadarjenimi dijaki v srednjem izobraževanju ter še posebej pomen specifičnih strokovnih kompetenc šolskega pedagoga. Utemeljitev naslanjamo na analizo vloge in nalog svetovalne službe na področju dela z nadarjenimi, kot jih opredeljujejo programske smernice za delo svetovalne službe v osnovni in v srednji šoli in omenjena koncepta ter na analizo specifičnih strokovnih kompetenc šolskega pedagoga, kot jih opredeljuje magistrski študijskih program pedagogike na Univerzi v Ljubljani. V zaključni razpravi utemeljujemo nujnost sprememb sistemskih okvirov za delovanje svetovalne službe v šoli. Pri tem posebej izpostavljamo normative za zaposlovanje in kadrovske rešitve za bolj sistematično interdisciplinarno sodelovanje znotraj svetovalne službe, na šoli kot celoti, med šolami ter s strokovnjaki drugih institucij. Predlagane spremembe bi lahko pripomogle k še bolj kakovostnemu delu svetovalne službe na šoli tudi na področju vzgojno-izobraževalnega dela z nadarjenimi.
V príspevku podrobno predstavljamo vlogo pedagoga kot šolskega svetovalnega delavca v vzgojno-izobraževalni ustanovi, torej vlogo strokovnjaka za analizo izvajanja vzgojno-izobraževalnega programa, ...dela in procesa v vrtcih, šolah in dijaških domovih. Pedagog deluje na strokovnih področjih, ki se vežejo tako na delo vzgojno-izobraževalne ustanove nasploh oz. zagotavljanje kakovostnega vzgojno-izobraževalnega dela in procesa v celoti kot tudi na neposredno pomoč otrokom in mladostnikom pri učenju ter napredku na vseh področjih razvoja. Njegovo delovanje in kompetence lahko umestimo v štiri strokovna področja dela v vzgojno-izobraževalni ustanovi: razvoj vzgojno-izobraževalne ustanove kot celote; neposredno sodelovanje v vzgojno-izobraževalnem procesu; svetovalno delo in pomoč otrokom in mladostnikom ter staršem; razvijanje in sooblikovanje sistemskih rešitev v vzgoji in izobraževanju. Področja dela in kompetence pedagoga sodijo med pomembne dejavnike, na podlagi katerih se gradi njegova identiteta.
Pedagoška stroka skrb za partnerske oblike sodelovanja med šolo in starši prepoznava kot eno od ključnih nalog šolske svetovalne službe. Raziskave o sodelovanju med šolo in starši nakazujejo neenotno ...razumevanje medsebojnega sodelovanja in njegovega pomena, v očeh učiteljev pa so starši lahko prepoznani tudi kot tisti, ki preveč posegajo v njihovo pedagoško delo. Ker so bili prav pogledi staršev v preteklosti deležni manjše raziskovalne pozornosti, v prispevku predstavljamo rezultate obširne študije o šolskem svetovalnem delu v Sloveniji s poudarkom na analizi odgovorov, ki so jih dali starši. V raziskavo je bilo vključenih 315 šolskih svetovalnih delavcev in 1119 staršev. Ugotovili smo, da starši poznajo osnovne naloge šolske svetovalne službe in vedo, da ni namenjena le posameznim učencem, ampak tudi staršem in ostalim udeležencem. Solska svetovalna služba je med starši dobro sprejeta, starši pa dobro sprejeti med šolskimi svetovalnimi delavci. S to ugotovitvijo problematiziramo posplošeno predstavo o vzajemnem nezadovoljstvu staršev in šole pri medsebojnem sodelovanju in uresničevanju pričakovanj. Družbene okoliščine, v katere je vpeto sodobno starševstvo, prav tako pa tudi šola, je mogoče preseči le skozi krepitev dobrega medsebojnega sodelovanja staršev in šolske svetovalne službe na različnih področjih, npr. vpisa, učenja in učnih navad, medsebojnih odnosov in osebnega razvoja.
School counselling, as conceptualised in our educational system, was never meant solely as counselling, i.e. helping students in their personal development and learning. It also provides indirect ...help in terms of collaboration on the creation of an adequate school environment as well as educational work and processes. When looking after a child's holistic development, it is necessary to take care of appropriate conditions and provide a suitable school environment. In order to do that, school counsellors have to work closely with classes, the school's staff, management, parents and the external environment. In the first part of the article, we present some basis for the collaboration of the school counselling service with individuals and institutions in the community. In the second part, we present results of the empirical study on this collaboration, which we carried out among school counsellors in the autumn of 2014. Our research findings confirm that the school counsellors have an important role in collaboration with various individuals and institutions in the community. Some school counsellors stated that, without the help of external institutions or individuals, they would not be able to carry out specific activities or projects in the school and successfully solve students' and families' problems. Furthermore, the counsellors pointed out various obstacles to mutual collaboration, which require more attention in future efforts for good-quality mutual collaboration. This fact requires all partners to master interpersonal, communication, organisational and collaborative skills together with reflection on their work and ways to cooperate.
The article presents some essential characteristics of collaboration between the school counselling service and individuals or institutions in the community. The role of school counselling in ...Slovenia is not limited merely to counselling and providing direct assistance to students with learning and their personal development. Rather, it includes the encouragement of all participants in the educational process to create adequate learning environments. The role, however, should also be understood in broader terms as organizational and content collaboration with external environments, institutions and individuals in the community. The authors begin by proposing some starting points for collaboration between the school counselling service and the local community and, in the second part of the article, they move on to the findings of their empirical research study, conducted on a representative sample of school counsellors working in Slovenian primary schools. The results prove the need for collaboration between the school counselling service and different institutions or individuals in the community. The authors primarily focus on examining the obstacles and drawbacks to the collaboration, while they simultaneously highlight examples of good practice that enable constructive collaboration, without which schools and school-based counselling would not be able to contribute to educational processes. The described examples demonstrate that collaboration between schools/school counsellors and institutions/individuals in the community is crucial to solving the problems that students and their families face.
Celotno besedilo
Dostopno za:
DOBA, IZUM, KILJ, NUK, PILJ, PNG, SAZU, SIK, UILJ, UKNU, UL, UM, UPUK
ABSTRACT
Background: Bullying occurs in all schools. Measuring bullying in schools is complicated because both definitions of bullying and methods for measuring bullying vary. This study compared a ...brief 12‐item Gatehouse Bullying Scale (GBS) with items drawn from the Peer Relations Questionnaire (PRQ), a well‐established bullying questionnaire to measure the concurrent validity of the GBS.
Methods: Year 8 secondary school students (14 years of age) in metropolitan and regional Victoria, Australia, completed questionnaires assessing being teased, being deliberately left out, had rumors spread about oneself, and/or being physically threatened or hurt.
Results: The prevalence of bullying using GBS and PRQ was 57% and 61%, respectively. Percent agreement between the 2 measures was high. Agreement adjusted for chance was moderate (kappa 0.5). The GBS had good to moderate test‐retest reliability (rho 0.65).
Conclusions: The GBS is a short, reliable tool measuring the occurrence of bullying in schools. As well as a global estimate of bullying, the GBS provides estimates of 2 covert and 2 overt types of bullying which can be useful for schools to better plan interventions dealing with school bullying.
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