The attitude of primary school teachers towards teaching musical art in the second triad of primary school

V magistrskem delu smo obravnavali odnos razrednih učiteljev do poučevanja glasbene umetnosti v 2. vzgojno-izobraževalnem obdobju. V teoretičnem delu smo predstavili splošne značilnosti profesionalnega razvoja in njegov pomen za učiteljevo kakovostno poklicno delovanje. Ker obstajajo različne definicije profesionalnega razvoja, smo ga v nadaljevanju opredelili z vidika različnih avtorjev in poudarili različne modele, ki pojasnjujejo potek profesionalnega razvoja. Nanj vplivajo različni dejavniki, ki smo jih opisali v naslednjem poglavju. Z njimi smo ugotavljali, kako spodbujati učiteljev profesionalni razvoj. Preučili smo tudi vlogo razrednega učitelja z vidika njegove usposobljenosti. Nato smo predstavili pomen odnosa in motiviranosti razrednih učiteljev za glasbeno poučevanje. V tem sklopu smo se osredinili na motivacijske dejavnike, ki vplivajo na oblikovanje učiteljevega odnosa do glasbenega poučevanja. Ob koncu teoretičnega dela smo predstavili značilnosti in zahteve glasbenega poučevanja v 2. vzgojno-izobraževalnem obdobju. V empiričnem delu smo s pomočjo anketnega vprašalnika ugotavljali mnenja razrednih učiteljev 2. vzgojno-izobraževalnega obdobja o njihovem odnosu do glasbenega poučevanja, motiviranosti, usposobljenosti in vrednotenja predmeta glasbena umetnost. Vzorec je zajemal 107 razrednih učiteljev naključno izbranih slovenskih osnovnih šol, ki poučujejo glasbeno umetnost v 4. in 5. razredu v šolskem letu 2017/18. Rezultati raziskave so pokazali, da se mnenja razrednih učiteljev o odnosu do glasbenega poučevanja ne razlikujejo glede na glasbeno izobrazbo. Do glasbenega poučevanja imajo pozitiven odnos. Največ anketirancev meni, da osebnostne lastnosti vplivajo na njihov odnos do poučevanja glasbene umetnosti. Učitelji so motivirani za glasbeno poučevanje in izražajo željo po večji glasbeni aktivnosti zunaj delovnega časa. Med študijem so pridobili zadostno količino didaktičnega in strokovnega znanja, vendar bi morali za kakovostno glasbeno poučevanje omenjena znanja poglobiti in se redno udeleževati glasbenih seminarjev. Menijo, da je glasbeno poučevanje zahtevnejše v 2. vzgojno-izobraževalnem obdobju kot v 1. vzgojno-izobraževalnem obdobju. Predmet glasbena umetnost vrednotijo enako kot druge predmete in bi mu morali nameniti več učnih ur.The subject matter of my thesis was the attitude of primary school teachers towards teaching musical art in the second educational period of primary school. In the theoretical part we have outlined the general features of teacher’s professional development and its importance for teacher’s work quality. There are various definitions of professional development and we have defined it on the basis of models from different authors from which we have outlined the process of teacher’s professional development. In the following chapter we have described different factors that impact teacher’s professional development. We have determined how to improve teacher’s professional development by using those factors. We have studied the role of primary school teachers based on their qualifications. In the following part we have outlined the importance that the attitude and motivation has on the teaching quality of musical art. Going deeper we have set our focal point on determining the motivational factors that shape teacher’s attitude towards teaching of musical art. We have wrapped up the theoretical part by presenting the features and requirements for quality teaching of musical art in the second educational period of primary school. In the empirical part we have made a research on teachers’ attitude towards teaching of musical art in the second educational period of primary school. Based on the results of the questionnaire we have gained insight into teachers’ attitude, motivation, qualification and evaluation of the subject of musical art. The sample included 107 randomly selected primary school teachers (that teach musical art in 4th or 5th grade) from various Slovenian primary schools and was collected in the 2017/2018 teaching year. Based on our analysis there are no significant differences in teachers’ attitude towards teaching of musical art based on their musical education. All of the teachers hold positive attitude towards teaching of musical art. A majority of respondents account the attitude towards teaching of musical art on their personal characteristics. Teachers are motivated for teaching and express the need for active musical engagement outside of work. They have gained sufficient didactical and professional knowledge during their studies but hold an opinion that they should deepen their didactical and professional knowledge and attend more music seminars to achieve higher quality of musical art teaching. They hold a unanimous opinion that the teaching of musical art is more challenging in the second educational period of primary school than in the first one. They value the subject of musical art equally against other subjects and agree that there is a need to increase the number of musical art teaching sessions