1239 KB0 KB200120252023Ašič, Erikaštevilka:1letnik:25str. 203-229ISSN:1580-688XCOBISSID_HOST:191884803URN:URN:NBN:SI:doc-EI7U2EHKslAlma Mater Europaea-Institutum Studiorum Humanitatis, Fakulteta za podiplomski humanistični študijMonitor ISHeducational processodnososnovna šolaprimary schoolrelationshipsmellteachersučiteljiučno-vzgojni procesvonjDojemanje vonja učencev s strani osnovnošolskih učiteljev|In this paper, I focus on the perception of students’ smell by primary school teachers. In the first part, I present the importance of smell in general and the importance of smell from the point of view of an integrated personality, based on an overview of the literature and a comparison between several authors. In the second part, I use qualitative analysis to present the findings of a research among 54 primary school teachers. In the research, I was primarily interested in the teachers’ perception of students’ smell, the influence of students’ smell on the teachers’ well-being and the course of action when they notice an unpleasant smell in the student. The results show that for most of the teachers asked, the students’ smell is important and they notice it; that they feel uncomfortable with the unpleasant smell of students; that they rarely try to solve problems with the unpleasant smell of students on a deeper level (e.g. in their family). Most of the teachers asked believe that the unpleasant smell of students does not affect the educational process and the relationship between teacher and studentV prispevku se osredotočam na dojemanje vonja učencev med osnovnošolskimi učitelji. V prvem delu s pomočjo pregleda literature ter primerjave med nekaterimi avtorji predstavim pomen vonja na splošno ter pomen vonja z vidika celostne osebnosti. V drugem delu s pomočjo kvalitativne analize predstavljam ugotovitve raziskav med 54 osnovnošolskimi učitelji. Med raziskovanjem me je zanimalo predvsem učiteljevo dojemanje učenčevega vonja, vpliv učenčevega vonja na učiteljevo počutje ter kaj storijo, ko pri učencu zaznajo neprijeten vonj. Rezultati kažejo, da je za večino vprašanih učiteljev vonj učencev pomemben in ga opazijo; da se ob neprijetnem vonju učencev počutijo neprijetno; da težave z neprijetnim vonjem učencev redko rešujejo globlje (npr. v njihovi družini). Večina vprašanih učiteljev meni, da neprijeten vonj učencev ne vpliva na učni proces ter na odnos med učiteljem in učencemTEXTznanstveno časopisjejournalsSlovenian National E-content AggregatorNational and University Library of SloveniaInstitutum Studiorum Humanitatis - Fakulteta za podiplomski humanistični študij