ORGANIZATION OF TEAM WORK IN FIRST CLASS OF NINE-YEAR PRIMARY SCHOOL

Timsko delo učiteljev in vzgojiteljev je oblika aktivnosti, ki jo opravljajo strokovnjaki tako, da je najpomembneje za sodelovanje neposredna delitev nalog med enakopravnimi strokovnjaki in ne sam položaj posameznika. Posamezniki, ki vstopajo v tim, se med seboj razlikujejo. Učitelji in vzgojitelji imajo različna znanja, stopnjo strokovne usposobljenosti, sposobnosti, motivacijo za delo v timu, različne delovne navade in želje po profesionalni rasti. In prav zaradi tega je pomembno medsebojno sodelovanje, povezanost in dobra komunikacija, saj lahko le na tak način delujejo dobro in uspešno. Diplomska naloga tako vsebuje teoretični in empirični del. V teoretičnem delu je predstavljeno timsko delo, značilnosti dobrega tima, struktura tima, načini timskega dela, prednosti in težave timskega dela ter tim v prvem razredu devetletke. V empiričnem delu so predstavljeni rezultati raziskave, ki so bili pridobljeni s pomočjo anketnega vprašalnika. Ugotovili smo, da so učiteljice in vzgojiteljice pri timskem delu dobro organizirane, da skupaj načrtujejo, izvajajo in vrednotijo delo v razredu. S takšnim pristopom dobro in uspešno sodelujejo med seboj ter delujejo kot uspešen tim.Mutual help, support and joint development of pedagogical practice by teachers and pre-school teachers are encouraged by team work. Constant cooperation, connection and good communication among all members of the team, who have to act commonly and integrated, are very important in order to work well and achieve common goals. All members of the team have to accept each other as professionally competent and equal partners, who encourage, support and help themselves, exchange ideas and have common goal to evoke in children the desire to learn, to make progress and discover new things. Diploma paper consists of two parts, theoretical and empirical one. Team work definition, characteristics of a good team, team structure, team work methods, advantages and problems with team work, and team in the first class of 9-year primary school are presented in the theoretical part. The empirical part consists of findings of the research which data was collected by means of a questionnaire. The analysis indicated that teachers and pre-school teachers are well organised within the teams. Members of teams meet regularly, they plan, carry out and assess the work in class together. By working in the way mentioned above, the teacher and pre-school teacher act as a good and successful team