EXPLORING SAFELY IN THE CLASSES OF FIRST AND SECOND CYCLE IN PRIMARY SCHOOLS OF KOROŠKA REGION

Diplomsko delo obravnava varnostni vidik dela tekom učnega procesa na razredi stopnji pri naravoslovnih predmetih. V uvodnem delu so najprej predstavljene potencialne nevarnosti, na katere naj bi bil pripravljen učitelj, v nadaljevanju pa je raziskano, kolikšno pozornost namenjajo učitelji razrednega pouka sami varnosti pred in med samim učnim procesom, koliko so na nevarnosti, ki se lahko zgodijo, pripravljeni, ter v kolikšni meri predvidevajo (potencialne) nevarnosti, ki bi se med delom lahko zgodile. V empiričnem delu smo s pomočjo kavzalno-neeksperimentalne metode raziskali, kateri viri in v kolikšni meri vplivajo na samo znanje učiteljev glede varnosti v razredu in na terenukako učitelji ocenjujejo svoje znanje glede varnosti v razredu in na terenu ter v kolikšni meri se učitelji zavedajo (ne)varnosti oziroma so na le-to pripravljeni. Podatki so bili pridobljeni s pomočjo za to diplomsko delo pripravljenega vprašalnika. Anketni vprašalnik sta rešila 102 učitelja koroških osnovnih šol, ki poučujejo na razredni stopnji. Podatki teh anketnih vprašalnikov so bili analizirani glede na vrsto izobrazbe, trajanje pedagoške prakse, glede na razred poučevanja ter vrsto šole. Spremenljivka za spol ni bila vključena zaradi premajhnega števila učiteljev moškega spola. Ugotovljeno je bilo, da so učitelji pri oceni svojega znanja o varnosti v razredu in na terenu zelo samozavestnipozorni so na samo varnost tekom učnega procesa, vendar ne v tolikšni meri, kot to stanje izražajo njihove ocene znanja glede varnosti. Njihovo znanje o varnosti velikokrat temelji na osnovi neformalnih virov.The diploma discusses the safety aspect of work during the learning process in the first and the second three year cycle level in science subjects. At the beginning of the introduction are presented the potential dangers for which the teacher should be prepared. In the continuation is explored how much attention do the teachers pay to safety before and during the learning process, how well they are prepared for the dangers that might happen and to what extent they can predict the dangers that might happen in the course of the work. In the empirical study we have, with the help of the casual-nonexperimental method, researched which sources and to what extend do they influence on the knowledge of teachers regarding security in class and on the filed, how teachers evaluate their knowledge on the security in class and on the field and to what extend they are aware of any dangers, or are they well prepared. The data has been gathered with the help of the questionnaire specially prepared for this diploma. The questionnaire has been given to 102 first and second three year cycle level teachers in the Koroška area. The data of the questionnaires has been analized regarding to the type of education, type of school, how long the subject has been teaching, and the class in which the subject has been teaching. Variable for sex was not included due to the small number of male teachers. The study showed that teachers are very confident in evaluating their knowledge on safety in class and on the field. They pay attention to safety during the learning process, however not as much as this state is expressed in their evaluation on safety. Their knowledge on safety is too many times based on informal sources