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Primary school teachers opinions on their speech performance abilities

Martina Kocbek (2013) Primary school teachers opinions on their speech performance abilities. Diploma thesis.

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    Abstract

    Because every primary school teacher meets speaking performances at his work, is the reason why I have researched in my degree thesis the teachers opinion about their speech performance abilities with a survey where 102 teachers participated. I have compared the gained data among primary school teachers with different years of service, primary school teachers from Ljubljana and Pomurje and also teachers who studied at different faculties of education. Teachers prepare themselves for speaking performances up to 30 minutes. At lessons teachers mostly use speeches based on starting points or free speeches without a record but with mental preparation. At additional activities outside lessons, teachers mostly use speeches based on starting points and at least they use speeches without any mental preparation. The results also evidently show that teachers mostly use a blackboard and an interactive board as their main accessories. Differences appear between teachers from Ljubljana and Pomurje in usage of accessories and also at the analysis of the speaking performance. Teachers from Ljubljana less often do the analysis of the speaking performance than teachers from Pomurje do. There are no differences at speaking performance at additional activities. After the speaking performance teachers do the analysis by asking somebody to listen to them and then evaluate them. Most of primary school teachers evaluate themselves as average speakers. There are no differences between teachers regarding which mistakes they made during the speaking performance at additional activities. Mistakes appear at lessons with teachers who went to different faculties regarding the movement in the working space and keeping the eye contact. Differences with keeping eye contact also appear with teachers from Ljubljana and Pomurje. Stage fright mostly appears sometimes before the speaking performance at additional activities and rarely during the performance. Stage fright mostly does not appear before and during the speaking performance at lessons. Differences for stage fright during the speaking at the additional activities appear between teachers from Ljubljana and Pomurje. The results have shown that there is no difference in which part of the lesson the teachers perform, if they had any additional training after their graduation and that they mostly use literary spoken language than literary written language.

    Item Type: Thesis (Diploma thesis)
    Keywords: speaking performance, primary school teacher, preparation for speaking performance, problems with speaking performance, evaluation of speaking performance
    Number of Pages: 152
    Language of Content: Slovenian
    Mentor / Comentors:
    Mentor / ComentorsIDFunction
    izr. prof. dr. Marja Bešter TurkMentor
    asist. Tomaž PetekComentor
    Link to COBISS: http://www.cobiss.si/scripts/cobiss?command=search&base=50126&select=(ID=9855817)
    Institution: University of Ljubljana
    Department: Faculty of Education
    Item ID: 1912
    Date Deposited: 12 Nov 2013 11:59
    Last Modified: 29 Jan 2014 07:11
    URI: http://pefprints.pef.uni-lj.si/id/eprint/1912

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