175 KB0 KB201120252020Jeznik, KatjaKroflič, RobiKuhar, Metkaletnik:10številka:2str. 101-121ISSN:1855-9719COBISSID_HOST:36207709URN:URN:NBN:SI:doc-ODSHNE76enPedagoška fakulteta, Univerza v LjubljaniCEPS journalDisciplinaDisciplineElementary schoolOsnovna šolaTeachersUčiteljiUpbringingVzgojavzgojno-disciplinski ukrepiBetween retributive and restorative compulsory school teachers' discipline activities|In Slovenia, compulsory schools have, since 2009, been obliged to define their own concept of moral and character education under the formal framework of the Primary School Act. Disciplinary measures in schools are underpinned by two main punishment theories: the more traditional retributive responses to undesired conduct, and the more recent restorative approach. The present study explores the views of 109 teachers from 13 compulsory schools regarding disciplinary measures through the prism of this paradigmatic divide. A qualitative analysis of group discussions in which teachers evaluated the disciplinary measures at each of the 13 schools will be presented. Only three discussion groups were predominantly restorative oriented. Given the proven negative effects of retribution-oriented disciplinary measures, the findings are not encouraging. We conclude that schools need a clearer disciplinary framework with systematic acquisition of knowledge and practical experience in the field of educational and discipline strategies, and that teachers must continuously reflect on their own disciplinary practicesOd leta 2009 so osnovne šole v Sloveniji dolžne opredeliti lasten vzgojni koncept, ki ga v formalnem smislu opredeljuje Zakon o OŠ. V ozadju dokumentov, ki jih pripravljajo na šolah, lahko prepoznamo dve glavni teoriji kaznovanja: bolj tradicionalno, tj. retributivno, in novejšo, tj. restorativno. Skozi prizmo paradigmatskih razlik med obema teorijama so v članku predstavljeni izsledki raziskave, v kateri je sodelovalo 109 učiteljev iz 13 osnovnih šol. Predstavljeni so izsledki kvalitativne analize skupinskih razprav na šolah. V razpravah so se učitelji opredeljevali do vzgojno-disciplinskih ukrepov na lastni šoli. Le v treh skupinah so bili učitelji bolj naklonjeni restorativni teoriji kaznovanja kot retributivni. Glede na dokazano negativne učinke retributivno naravnanih disciplinskih ukrepov ugotovitve niso spodbudne. Avtorji vidijo rešitve v sistematičnem izobraževanju učiteljev in teoretsko jasnejši zastavitvi vzgojno-disciplinskih odzivov šol. Hkrati pa bi morali učitelji ves čas reflektirati lastne odzive na vzgojno-disciplinske izzive v šoliTEXTznanstveno časopisjejournalsSlovenian National E-content AggregatorNational and University Library of SloveniaUniverza v Ljubljani, Pedagoška fakulteta