Comparing teaching approaches in state and waldorf primary schools - teacher\u27s planning and lesson preparation

Osrednja tema diplomskega dela je primerjava pedagoških pristopov v javni in waldorfski osnovni šoli. Diplomsko delo vsebuje teoretični pregled in primerjavo javne in waldorfske osnovne šole ter raziskovalni del, ki analizira učiteljevo načrtovanje in pripravo na pouk. V teoretičnem delu najprej podrobneje pregledamo waldorfsko pedagogikoznotraj tega predstavimo ustanovitelja, se vrnemo v čas nastanka prve »svobodne« šole in predstavimo značilnosti waldorfske pedagogike ter umestimo antropozofijo kot filozofsko podlago, na kateri se je razvila waldorfska pedagogika. V naslednjem poglavju smo se posvetili primerjavi med javno in waldorfsko osnovno šolo. Z vidika primerjave so nas zanimali sledeči elementi: vodstvo, povezovanje in sodelovanje, notranja struktura, pedagoška osnova, vloga učitelja, učni načrt, predmetnik, umetnost in praktični predmeti, organizacija pouka in nazadnje še artikulacija učne ure. Skozi primerjavo smo želeli ugotoviti, ali se učiteljevi pripravi (vezani na usvajanje samostalnika v petem razredu pri predmetu slovenščina) med javno in waldorfsko osnovno šolo razlikujeta. Preverjali smo trditev, da se sestava učne ure in njen predvideni potek (artikulacija oziroma koraki učne ure) med javno in waldorfsko osnovno šolo razlikujeta predvsem v uporabi didaktičnih metod, oblik in drugih strukturnih sestavin pouka. Zanimala nas je učiteljeva vloga pri sestavi učne ure – ali se med javno in waldorfsko osnovno šolo razlikuje? In nazadnje, želeli smo si odgovoriti na vprašanje, ali je pri pouku na waldorfski osnovni šoli več medpredmetnega povezovanja kot na javni osnovni šoli. To smo spoznavali skozi uporabljeno tehniko nestandardiziranega (polstrukturiranega) intervjuja. V intervju smo vključili dva učitelja waldorfske in dva javne osnovne šole.The central part of the thesis is the comparison of teaching approaches in the state and the Waldorf primary schools. The thesis consists of a theoretical part which compares the state and the Waldorf primary schools and the empirical research which analyses the teacher\u27s planning and class preparation. In the theoretical part we give a close review of the Waldorf pedagogy, introduce the founder, go back to the very beginnings of this first »unconventional« school, introduce the characteristics of the pedagogy and place anthroposophy as a philosophical foundation which the Waldorf pedagogy evolved from. The next chapter focuses on the comparison between the state and the Waldorf primary schools. While comparing the two systems we are especially interested in the following elements: school leadership, collaboration and cooperation, inner structure of the school, pedagogical foundation, the role of a teacher, school curriculum, school subjects, art and practical subjects, organisation of lessons and finally the execution of the lesson. The comparison is aimed at finding out whether the teachers\u27 lesson plans in both schools differ (students’ learning and acquisition of the noun in the 5th grade of Slovene was studied). We examined the statement which asserts that components of particular school lessons, their steps and execution in both the state and the Waldorf schools differ from one another mainly in using teaching methods and other structural components of lessons. A special interest was given to the teacher’s role in shaping the lesson – is his/her role different in the state and the Waldorf schools? Finally, we wished to answer the question which of the schools conducted more interdisciplinary cooperation. The answers were acquired using techniques of the non-standardised (semi-structured) interview which involved two teachers of the Waldorf school and two teachers of the state school