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Razrednik ima pomembno vlogo pri šolanju vsakega učenca. Je vez med učenci, starši in učitelji, učitelj pa z razredništvom prav tako pridobi pomembne in zahtevne naloge in vloge. V okviru magistrskega dela sem želela raziskati več področij razredništva, in sicer lastnosti dobrega razrednika, naloge, ki jih opravlja, tematike razrednih ur, sodelovanje s starši, zanimal me je tudi pogled razrednika na njihovo vlogo. V ta namen sem oblikovala vprašalnike, ki jih je izpolnilo 310 učencev predmetne stopnje, 89 staršev in 88 razrednikov. Rezultati so pokazali, da se razredniki zavedajo, katere so tiste lastnosti, ki jih morajo imeti za kakovostno opravljanje svojega dela. Učenci menijo, da sta pri razrednikih najbolj izraženi lastnosti natančnost in pravičnost, razredniki pri sebi zaznavajo najbolj izraženi pravičnost in zaupnost, staršem sta najpomembnejši lastnosti dobrega razrednika natančnost in to, da razrednik pri svojem delu uživa. Kot najmanj izraženi lastnosti sta se pokazali ustvarjalnost in strokovnost. Razredniki so najučinkovitejši pri opravljanju administrativnih, najmanj pa pri opravljanju pedagoških nalog. Učenci si želijo več razrednih ur, kot jih imajo sedaj, kot najpomembnejše tematike za obravnavo so se – pri vseh treh skupinah – pokazali medosebni odnosi, medvrstniško nasilje ter pregled ocen oz. učna problematika. Starši in razredniki menijo, da so tri najpomembnejše in najpogostejše oblike sodelovanja med njimi govorilne ure, roditeljski sestanki in pisno obveščanje. Razredniki svoje delo ocenjujejo kot zahtevno, a se hkrati zavedajo, da so nepogrešljiv člen v šoli. Prav tako poročajo, da ne pridobijo dovolj znanja v okviru študija. Rezultati magistrskega dela so lahko v pomoč tako razrednikom kot tudi svetovalnim delavcem, ki z njimi sodelujejo oz. jim želijo pri delu pomagati. Psihologi imamo namreč kot svetovalni delavci pomembno vlogo v odnosu do dela učitelja. Lahko jih opolnomočimo za delo z učenci in starši hkrati je učitelj dober vir informacij o učencu za svetovalnega delavca. Class teacher plays an important role in the education of each student. By being given the role of a class teacher, one receives important and demanding tasks and roles. Class teachers are the link between students, parents and teachers. As part of my master's thesis, I wanted to research several areas of a class teacher’s work, namely the qualities of a good class teacher, the tasks he or she performs, the topics of class meetings, and the cooperation with parents. I was also interested in class teachers’ view of their role. For this purpose, I designed questionnaires, which were filled out by 310 students from sixth to ninth class, 89 parents and 88 class teachers. The results showed that the class teachers are aware of the qualities they must have to perform their work well. Students believe that thoroughness and fairness are the most prominent qualities of class teachers, the qualities that class teachers themselves perceive as the most pronounced are fairness and confidentiality, and the most important qualities of a good class teacher for parents are thoroughness and the fact that the class teacher enjoys his or her work. The least expressed qualities were creativity and professionalism. Class teachers are most effective in performing administrative tasks, and least effective in performing pedagogical tasks. Students want more class meetings than they have now. Most important themes for class meetings are interpersonal relations, peer violence and review of grades or learning problems. Parents and class teachers believe that the three most important and most common forms of cooperation between them are speaking hours, parent meetings and written notifications. Class teachers assess their work as demanding, but at the same time they are aware that they are an indispensable part of the school. They also report that they do not acquire enough knowledge during their studies. The results of the master's thesis can be of help to both classroom teachers and counsellors who work with them or want to help them with their work. As counsellors, psychologists play an important role in relation to the class teachers and their work. They can empower them for their work with students and parents, and at the same time, the teacher can be a good source of information about an individual student for the counsellor.

Bu çalışma, Bursa Uludağ Üniversitesi Eğitim Bilimleri Enstitüsünde Sedat Yüksel'in danışmanlığında Kadir Dağlı tarafından yazılan "Suriyeli sığınmacı öğrencilerin matematik dersi kazanımları elde etme sürecinde ikinci sınıf öğretmenlerinin karşılaştığı sorunlar" adlı yüksek lisans tezine dayanılarak hazırlanmıştır. Bu araştırmanın amacı ilkokul ikinci sınıf öğretmenlerinin Suriyeli sığınmacı öğrencilere matematik kazanımlarını edindirme sürecinde karşılaştıkları zorlukları ortaya koymaktır. Nitel bir araştırma olan bu çalışmada temel nitel araştırma deseni kullanılmıştır. Araştırmanın çalışma grubunu Bursa'da Suriyeli sığınmacı öğrencilerin yoğun olarak bulunduğu okullarda görev yapan 13 öğretmen oluşturmuştur. Araştırmada veriler yarı yapılandırılmış görüşme ile toplanmış ve betimsel analiz ile çözümlenmiştir. Araştırmada öğretmenlerin Suriyeli sığınmacı öğrencilerin diğer derslere göre matematik dersini daha çok sevdikleri ve matematik dersinde daha başarılı oldukları görüşünde oldukları ortaya çıkmıştır. Öğretmenler matematik dersi kazanımlarına ilişkin olarak Suriyeli sığınmacı öğrencilerin genel olarak aritmetik ve geometrik kazanımlarda zorlanmazken akademik dil gerektiren problem çözme veri toplama kazanımlarına ulaşmada zorlandıkları görüşündedirler. The purpose of this qualitative study is to present the challenges faced by 2nd-grade teachers in the process of helping Syrian refugee students acquire mathematics learning outcomes. The study group of the research consisted of 13 teachers working in schools in Bursa where Syrian refugee students are concentrated. Study data were collected by means of semi-structured interviews and analyzed with descriptive analysis. Findings revealed that the teachers reported that Syrian refugee students liked mathematics more than other classes and that they were more successful in mathematics. Regarding the mathematics learning outcomes, the teachers stated that while Syrian refugee students generally did not have difficulty reaching arithmetic and geometric outcomes, they had difficulty achieving problem-solving and data collection outcomes that required academic language.

U današnje vrijeme sve je više učenika s teškoćama u razvoju koji su uključeni u redoviti sustav školovanja, a koji imaju teškoće u komunikaciji s okolinom. Kako bi im se omogućilo što kvalitetnije obrazovanje i olakšalo školovanje, potpomognuta komunikacija u tome može imati ključnu ulogu. Potpomognuta komunikacija obuhvaća različite metode i strategije koje se koriste kako bi olakšali komuniciranje i pružili pomoć osobama s teškoćama komunikacije. Ovisno o vrsti teškoće, mogu se primjenjivati netehnološka odnosno niskotehnološka sredstva potpomognute komunikacije ili pak visokotehnološka sredstva koja zahtijevaju upotrebu složene elektroničke i računalne opreme. Važno je naglasiti kako je potpomognuta komunikacija zapravo individualizirani pristup, što znači da se oblik potpomognute komunikacije odabire i prilagođava individualnim potrebama i funkcioniranju pojedinca. Ključnu ulogu u prepoznavanju i odabiru korištenja odgovarajućeg oblika potpomognute komunikacije u kontekstu odgoja i obrazovanja imaju učitelji razredne nastave. Svrha ovoga istraživanja bila je dobiti uvid u stavove i znanja učitelja razredne nastave o potpomognutoj i alternativnoj komunikaciji te mogućnostima njihove primjene u samom nastavnom procesu. Provedenom online anketom dobivene su povratne informacije da učitelji razredne nastave imaju pozitivna mišljenja o potpomognutoj komunikaciji, ali nedovoljno znanja i iskustva u korištenju iste. S obzirom na sve veću potrebu za potpomognutom komunikacijom u odgojno – obrazovnom procesu, uz ostvarene moguće uvjete za korištenje potpomognute komunikacije u osnovnim školama, važno je i educiranje te stručno usavršavanje učitelja kako bi zajedno u suradnji s roditeljima i stručnim timom škole mogli osigurati optimalne uvjete školovanja učeniku s teškoćama. In today’s day and age there is a rise of students with developmental difficulties that are included in the standard educational system and also have communicational difficulties with the environment. In order to provide them with higher quality of education and alleviate the educational process, assisted communication might play a key role. Assisted communication includes different methods and strategies which are used to alleviate communication and provide assistance to persons with communicational difficulties. Depending on the type of difficulty, non-technological and low technological resources of assisted communication can be applied, or even high technological resources that require the use of complex electronic and computational equipment. It is important to emphasise that assisted communication is in fact an individualised approach which means that the type of assisted communication is chosen and adapted according to individual needs and functioning of the individual. Class teachers play a key role in recognising and selecting the appropriate type of assisted communication in the context of education and care. The purpose of this research was to get an insight in class teachers’ attitudes and knowledge about assisted and alternative communication as well as its implementation in the teaching process. Feedback gathered through the online survey showed that class teachers have positive opinions about assisted communication but insufficient amount of knowledge and experience of application. Considering the rising need for assisted communication in the educational process, along with the achieved conditions for the use of assisted communication in elementary schools, educating and professional training of class teachers is also important in order to cooperate with parents and the school’s expert staff to ensure optimal conditions in the teaching process for students with difficulties.