TEAM TEACHING IN FIRST GRADE OF NINE-YEAR PRIMARY SCHOOL

V diplomskem delu smo obdelali timsko poučevanje vzgojiteljice predšolskih otrok in učiteljice razrednega pouka ali dveh učiteljic razrednega pouka v prvem razredu devetletne osnovne šole. Vzgojiteljica predšolskih otrok in učiteljica razrednega pouka ali dve učiteljici razrednega pouka poučujeta v prvem razredu devetletne osnovne šole. Namen raziskave je bil ugotoviti, kako starši zaznavajo timsko poučevanje v prvem razredu devetletne osnovne šole in koliko so starši ozaveščeni o poučevanju. V teoretičnem delu smo predstavili timsko delo in njegove faze, prednosti in slabosti timskega poučevanja, komunikacijo, sodelovanje učiteljice in vzgojiteljice, organizacijo dela ter sodelovanje s starši. V okviru empiričnega dela je predstavljeno mnenje staršev o timskem poučevanju. Pri raziskovalnem delu smo uporabili deskriptivno in kavzalno – neeksperimentalno metodo pedagoškega raziskovanja. Podatke smo zbrali s pomočjo anketnega vprašalnika. Izbrali smo naključne starše otrok, ki imajo otroke v prvem razredu devetletne osnovne šole. Rezultati so prikazani s tabelami in so interpretirani. Dobljeni anketni vprašalniki nam kažejo, da je kar 96,7 % staršev seznanjena s timskim delom v šoli. Teorijo lahko povežemo s prakso. Več kot polovica anketirancev meni, da je kvaliteta dela večja, učenci imajo na voljo več individualnih ur, prisotne so izboljšave in med pridobivanjem informacij ne prihaja do zmedenosti. Prednosti, ki so jih navedli starši, najdemo v strokovni literaturi. Po tem lahko sklepamo, da so starši ozaveščeni o timskem poučevanju v prvem razredu.This thesis discusses team teaching in the first class of the nine-year primary school, carried out by a preschool teacher and a teacher of the first triad, or eventually by two teachers of the first triad. The preschool teacher and the teacher of the first triad or eventually both teachers of the first triad all teach in the first class of primary school. The purpose of this study was to determine how parents perceive team teaching in the first class of the nine-year primary school and how much do the parents actually know about team teaching. In the theoretical part, I have presented the characteristics of teamwork and its stages, and discussed the advantages and disadvantages of team teaching, as well as the communication and cooperation between both teachers, including the organization of work and the parent – teacher cooperation. The empirical part firstly presents the opinion of parents about team teaching. Research was conducted using the descriptive and the causal – non-experimental method of pedagogical research. Data was collected by means of questionnaires. Parents of children from the first class of the nine-year primary school were selected randomly. The results are presented in tables and interpreted accordingly. The answers in questionnaires show that as many as 96.7 % of parents are familiar with the teamwork approach in primary school. Theoretical presumptions can be linked to practice. More than half of respondents believe that the quality of work is higher and that students have more individual lessons to be involved in. Furthermore, improvements are being introduced and there is no confusion during the acquisition of information. The same advantages, as identified by parents have been listed in technical literature as well. All of this leads to the conclusion that parents are well informed about the approach of team teaching in the first class