THE COMPARISON OF PRIMARY AND HIGH SCHOOL EDUCATION ADVISORY IN THE REGION OF CARINTHIA

V diplomski nalogi smo obravnavali primerjavo med osnovnošolskim in srednješolskim razredništvom, omejili pa smo se na koroško regijo. V teoretičnem delu diplomske naloge smo najprej kratko predstavili vloge razrednika, kakšno znanje razredniki potrebujejo za opravljanje te vloge in kje so ga pridobili. Osnovno smo opredelili razrednikov odnos z različnimi skupinami udeležencev v izobraževanju – z učenci, s starši, z učitelji, s svetovalno službo in z drugimi strokovnimi sodelavci. Na kratko pa smo predstavili tudi oddelek in njegovo vodenje, roditeljske sestanke, govorilne ure in oddelčni učiteljski zbor. V empiričnem delu je predstavljena raziskava, ki smo jo izvedli med razredniki treh osnovnih in treh srednjih šol v koroški regiji. Namen empiričnega dela je bil raziskati potrebovano in pridobljeno znanje razrednikov, pomembnost vloge razrednika, opravljanje razrednih ur, sodelovanje s starši in dojemanje sebe kot razrednika. V raziskavi je uporabljena deskriptivna in kavzalno-neeksperimentalna metoda empiričnega pedagoškega raziskovanja. Rezultati kažejo, da si največ razrednikov potrebno znanje pridobi prva leta razredništva, preko lastnih izkušenj. Potrebovali pa bi dodatno znanje s področja odkrivanja in reševanja težav mladostnikov. Učiteljem je vloga razrednika pomembna in prijetna, pri njenem opravljanju pa se počutijo dobro. Razredne ure v večini opravljajo enkrat na teden, z dodatno uro izven urnika. S starši pa najpogosteje sodelujejo preko govorilnih ur in roditeljskih sestankov. Razredniki sebe dojemajo pozitivno in najpogosteje skušajo doseči, da se vsi učenci v razredu počutijo sprejete. Slednji podatek je pomemben, saj je razrednik tisti vodja oddelka, ki naj bi poskrbel za razredno kolektivnost.In this diploma thesis, we have compared primary and secondary educational advisory, reduced to the Carinthia region. In the theoretical part of the thesis we have briefly introduced the role of the class teachers, what knowledge do they need to perform the role, and where do they acquire this knowledge. Firstly, we have defined a relationship between the class teacher and different participants in education – students, parents, teachers, counselling service, and other professional associates. We have also presented the department and its management, parent-teacher conferences, consultation hours, and departmental teaching staff. The empirical part presents the study, done among class teachers from three elementary and three secondary schools in Carinthia region. The purpose of the empirical work was to examine the required and acquired knowledge, the importance of the class teacher\u27s role, performance of class hours, the cooperation with parents, and the perception of themselves as class teachers. The study employed a descriptive and causal non-experimental method of empirical educational research. Results show that the most of class teachers gain the required knowledge in the first years of advisory, through their own experiences. But they would also need an additional knowledge in the field detection and resolution of problems of adolescents. The role of a class teacher is important and pleasing to the teacherit makes them feel good. Class hours are mostly held once a week, with an extra hour outside the class schedule. They mostly communicate with parents at the consultation hours and parent-teacher conferences. Class teachers perceive themselves positively and often try to make all students feel accepted. The latter is important, because the class teacher is the leader of the department, whose task is to ensure class collectivity