Cooperation between a preschool teacher and a primary school teacher at teaching science in the first grade

Namen mojega diplomskega dela je bil raziskati, kako poteka sodelovanje med vzgojiteljem in učiteljem v 1. razredu pri predmetu spoznavanje okolja. Postavila sem si štiri raziskovalna vprašanja, s katerimi sem želela spoznati: (1) kako je na splošno organiziran pouk v 1. razredu osnovne šole, kjer sodelujeta učitelj in vzgojitelj, (2) kako poteka sodelovanje med učiteljem in vzgojiteljem pri pouku predmeta spoznavanje okolja, (3) kakšne so splošne didaktične značilnosti pouka predmeta spoznavanje okolja ter (4) kolikšen je poudarek na praktičnem delu in pouku zunaj razreda pri predmetu spoznavanje okolja. Za raziskovanje sem si izbrala metodo intervjuja, ki sem ga izvedla individualno pri učiteljicah in vzgojiteljicah treh šol v Beli krajini (skupaj 10 vzgojiteljev in učiteljev). Vsak intervju, ki sem ga snemala s snemalnikom zvoka, je potekal približno 30 minut. Odgovore sem natančno prepisala in naredila njihov povzetek. Svoje ugotovitve sem predstavila v empiričnem delu. Ugotavljam, da v 1. razredu v večini primerov sodelujeta učiteljica in vzgojiteljica, v enem pa dve učiteljici. Vsaka vzgojiteljica in učiteljica ima razdeljene predmete, za katere tudi vsaka zase piše priprave. Le nekatere se dopolnjujejo in si pomagajo pri pisanju priprav. Kot za vsak predmet, imajo tudi za spoznavanje okolja določeno, katera ga bo vodila. V nekaterih razredih se vzgojiteljica in učiteljica med dejavnostmi dopolnjujeta in jih vodita skupaj, pri nekaterih pa vodenje poteka samostojno. Tista, ki piše priprave za ta predmet, ga tudi vodi, druga pa ne sodeluje. Pri poučevanju razvijajo različne postopke, kot so opazovanje, urejanje, prirejanje, razvrščanje, eksperimentiranje, sklepanje. V vseh razredih uporabljajo frontalne, skupinske in individualne oblike dela. Ali poteka pouk zunaj razreda, je odvisno od obravnavane teme in vremena. V povprečju ga izvajajo na prostem vsaj enkrat na mesec. Poudarek je na otrokovem vsakdanjem okolju in izkušnjah. Pouk izvajajo s konkretnimi primeri in se trudijo učencem vsako stvar čim bolj praktično približati.The purpose of my undergraduate thesis has been to investigate the cooperation between an educator and a teacher in the first grade nature study class. I formulated four research questions with which I have wanted to learn: (1) how classes are generally organized in the first grade of elementary school where a teacher and an educator work together, (2) how a teacher and an educator cooperate in nature study class, (3) what are general didactic characteristics of nature study class, and (4) what is the degree of emphasis on the practical work and on the outdoors nature study class. The method of my research is an interview that I conducted individually with female teachers and educators of three schools in Bela krajina (total of 10 educators and teachers). Every interview that I recorded with a voice recorder took about 30 minutes. I accurately copied the answers and summarized them. I have presented my findings in the empirical part of the thesis. I find that in first grade a teacher and an educator work together in most cases, whereas in one case, two teachers work together. School subjects are divided among each educator and teacher who prepare class material themselves. Only a few complement one another and help each other out in preparing class material. As it is the case for every school subject, they select a teacher who is in charge of nature study class. In some classes, an educator and a teacher complement each other during activities and direct them together, while some of them work independently. The one preparing material for this school subject is also in charge of it and the other one does not participate. While teaching, they develop various methods, such as observing, editing, arranging, sorting, experimenting and concluding. They use frontal, group and individual forms of work in all classes. Whether classes are held outdoors, it depends on the topic of the class and the weather. On average, they are carried out outdoors at least once a month. The focus is on the child\u27s everyday environment and experience. They teach using concrete examples and try to present everything in as practical way as possible to pupils