Teamwork between the social pedagogue and class teacher in creating a positive classroom climate

摘要

Teamwork between the social pedagogue and the class teacher is an important type of work which is beneficial for both the school and all the participants in the process. It consists of three stages: team planning, team teaching and team evaluation. To introduce teamwork in a primary school, the social pedagogue working as the school guiding service needs to be qualified for socio-pedagogical actions. In turn, these actions are important for teamwork with the form teacher and for other areas of their cooperation as well, particularly classwork. Teamwork between the social pedagogue and the class teacher can be important for exploring and changing the classroom climate.udThe main purpose of the thesis was to examine teamwork between the social pedagogue and the class teacher in working towards a positive classroom climate. A qualitative analysis was used in the research to gain insight into: which areas of cooperation do the participants in this case study find important in creating a positive classroom climate; how could the social pedagogue and the form teacher expand their cooperation; how do they plan, implement and evaluate their teamwork; what issues do they encounter in the process; and how they identify the effects of socio-pedagogical workshops on the classroom climate. Moreover, the quantitative analysis of the results using the SPSS software and the statistical t-test for dependent samples mirrored the classroom climate among the pupils at the beginning and at the end of the school year.udAccording to the research results, the three teamwork participants believe that teamwork is important for creating a positive classroom climate and for other areas of their work. They performed team planning, team teaching and team evaluation. Two of the participants were in favour of another team evaluation at the end of the school year for which they ran out of time. As for the issues of teamwork, they are mainly organisational. The participants also noticed positive effects of socio-pedagogical workshops on classroom climate. The questionnaire results indicate that pupils find their classroom climate more positive at the end of the year than at the beginning.ud