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Decembra 2019 so na Kitajskem prvič prepoznali novo nalezljivo koronavirusno bolezen COVID-19. Da bi zajezili širjenje te bolezni, je približno 192 držav po vsem svetu marca 2020 uvedlo karanteno in posledično zaprlo vse vzgojno-izobraževalne institucije. V Sloveniji je prvič prišlo do zaprtja vseh vzgojno-izobraževalnih institucij 16. 3. 2020. Učenje se ni zaustavilo, ampak se je preselilo na splet. Klasično izobraževanje se je prekinilo in začelo se je obdobje izobraževanja na daljavo. Brez enotnih in jasnih navodil, kako naj bo izobraževanje v tem času organizirano, so se šole in učitelji podali v neznano. Pouk fizike običajno temelji na izvajanju poskusov. Fizikalne učilnice so večinoma polne pripomočkov za njihovo izvajanje. S prehodom na poučevanje na daljavo pa so se učitelji morali znajti s tem, kar so imeli doma. Tako so bili primorani najti alternativne oblike, ki so nadomestile eksperimentalno delo, ter spremeniti in prilagoditi metode, oblike in tempo poučevanja, saj se učno okolje in dinamika na spletu povsem razlikuje od učnega okolja in dinamike v učilnici. Tudi dijaki so doma morali prilagoditi svoje okolje tako, da je bilo primerno za učenje. Oboji so bili v kratkem času postavljeni v nov položaj in s tem pred številne izzive. Vse to pa je lahko vplivalo na znanje in razumevanje fizike srednješolcev, kar smo želeli raziskati. Glavna cilja raziskave sta bila ugotoviti, v kolikšni meri je izobraževanje na daljavo v času pandemije COVID-19 vplivalo na znanje in razumevanje fizike slovenskih dijakov, ter identificirati vsebinske teme, ki jih slovenski dijaki po izobraževanju na daljavo pomanjkljivo razumejo. Izvedli smo kvantitativno raziskavo, na priložnostnem vzorcu, ki je zajemal 167 dijakov iz vse Slovenije, ki so v šolskem letu 2019/20 obiskovali 1., 2. oz. 3. letnik in so se od marca 2020 dalje izobraževali na daljavo. Podatke smo pridobili s spletnim preizkusom znanja. Za vsak letnik smo sestavili preizkus znanja, ki je vseboval dvajset fizikalnih nalog izbirnega tipa, ki so prevodi hrvaških nalog za maturo. Pridobljene podatke smo uredili in jih na podlagi različnih kriterijev analizirali. Primerjali smo jih s pridobljenimi podatki iz preteklih hrvaških matur. Ugotovili smo, da so bili slovenski dijaki, ki so se v šolskem letu 2019/20 del šolskega leta izobraževali na daljavo, v splošnem manj uspešni pri reševanju nalog kot dijaki, ki so reševali naloge na hrvaški maturi. Izkazalo se je, da ne moremo oblikovati smiselnih ugotovitev o uspešnosti reševanja nalog na preizkusu znanja glede na obdobje obravnave vsebinske teme, ki jo naloga preverja. Ugotovili pa smo, katere vsebinske teme je največ dijakov obravnavalo na daljavo ter katere vsebinske teme slovenski dijaki pomanjkljivo razumejo po izobraževanju na daljavo. Prav na te teme je pri nadaljnji organizaciji poučevanja fizike treba dati največji poudarek. In December 2019, a new infectious coronavirus disease, COVID-19, was first identified in in China. In order to curb the spread of this disease, some 192 countries around the world have imposed a quarantine in March 2020 and subsequently closed all educational institutions. The first closure of all educational institutions in Slovenia took place on 16 March 2020. Yet learning has not stopped, and has instead moved online. Conventional education has been interrupted and the period of remote schooling has begun. Without consistent and clear guidance on how education should be organised during this period, schools and teachers have undertaken a journey into the unknown. Physics lessons are usually based on experiments and physics classrooms are mostly full of the tools to carry them out. However, with the move to remote schooling, teachers had to work with what they had at home. They had to find alternative formats to replace experimental work and to change and adapt their teaching methods, formats and pace, as the learning environment and dynamics online are completely different from those in the classroom. At home, students also had to adapt their environment to make it suitable for learning. Both students and teachers were placed in a new situation and faced many challenges in a short period. All of this may have had an impact on the knowledge and understanding of physics of secondary school pupils, which was the topic of this master's thesis. The main objectives of the study were to determine to what extent distance education during the COVID-19 pandemic affected Slovenian high school students' knowledge and understanding of physics, and to identify the content topics that Slovenian high school students lack understanding of after remote schooling. A quantitative survey was carried out using a convenience sample of 167 students from all over Slovenia who attended 1st, 2nd or 3rd year of school in the 2019/20 school year and who have been schooling remotely from March 2020 onwards. The data was collected through an online knowledge test. For each year of study, a knowledge test was set up, which included 20 optional physics tasks, which are translations of the Croatian Matura tasks. The data obtained was edited and analysed based on different criteria. The data was compared with the data obtained from previous Croatian Matura examinations. Results showed that Slovenian students who were distance learners for part of the 2019/20 school year were generally less successful in solving the tasks than students who solved the Croatian Matura tasks. It appears that no meaningful conclusions can be drawn about the performance of the tasks in the examination in relation to the period of the substantive topic covered by the task. However, the results show, which content topics were, covered most by distance education students and which content topics Slovenian students have a lack of understanding of after receiving remote schooling. These topics should be given the most emphasis in the future organisation of physics education.

V magistrski nalogi sem raziskovala izzive sodelovanja s starši v času šolanja na daljavo. V teoretičnemu delu sem se poglobila v teme sodelovanja med šolo in domom, v modele sodelovanja in v kompetence učiteljic za dobro sodelovanje s starši. Predstavila sem tudi vlogo in pomen družine za otrokov razvoj in napredek v šoli, opisala sem formalne in neformalne oblike sodelovanja s starši, predstavila šolanje na daljavo v času epidemije covid-19 ter rezultate raziskave izobraževanja na daljavo, dotaknila sem se duševnega zdravja otrok in mladostnikov v času epidemije covida-19 ter ranljivejših skupin, nato pa predstavila še računalniško pismenost učiteljic ter podporo ravnateljev v času šolanja na daljavo. V empiričnem delu so predstavljeni načrt raziskave in dobljeni rezultati. Izvedla sem raziskavo o izzivih sodelovanja s starši v času šolanja na daljavo. Pripravila sem anketni vprašalnik za učiteljice in učitelje. Vzorec je bil 110 anketiranih. Zanimalo me je, ali učiteljicam predstavlja sodelovanje s starši v času šolanja na daljavo večji izziv kot v času običajnega šolanja ter s kakšnimi izzivi so se soočale. Rezultati kvantitativne in kvalitativne analize so pokazali, da je za večino učiteljic sodelovanje s starši v času šolanja na daljavo predstavljalo večji izziv kot pa v času običajnega šolanja. V največji meri so kot izzive navajale neodzivnost staršev, neustrezna komunikacija staršev ter pomanjkanje osebnega stika. Ocena kakovosti sodelovanja s starši pred šolanjem na daljavo je povezana z oceno v času šolanja na daljavo. Časovni obseg sodelovanja s starši se je v času šolanja na daljavo povečal. Boljša računalniška pismenost učiteljic je pripomogla k boljšemu virtualnemu sodelovanju s starši v času šolanja na daljavo. Raziskava je pokazala, da podpora kolektiva in ravnatelja ni pomembno povezana z večjim zadovoljstvom učiteljic pri sodelovanju s starši v času šolanja na daljavo. Ugotovitve raziskave nudijo vpogled v vidike izzivov, s katerimi se soočajo učiteljice in omogočajo boljše razumevanje njihovega dela v času šolanja na daljavo v povezavi s sodelovanjem s starši. In my master's thesis I explored the challenges of working with parents during distance schooling. In the theoretical part, I focused on the themes of school-home cooperation, models of cooperation and teachers' competences for good cooperation with parents. I also presented the role and importance of the family for the child's development and progress in school, I described formal and informal forms of cooperation with parents, I outlined distance schooling during the epidemic of covid-19 and the results of the research on distance schooling. I also looked at the mental health of children and adolescents during the epidemic of covid-19 and at vulnerable groups, and then I presented the computer literacy of teachers and the support of head teachers during distance schooling. The empirical part presents the research plan and the results of the research. I conducted a study on the challenges of working with parents during distance schooling. I prepared a questionnaire for teachers. The sample was 110 respondents. I wanted to know whether teachers found it more challenging to work with parents during distance schooling than during regular schooling and what challenges they faced. The results of the quantitative and qualitative analysis showed that most teachers found it more challenging to collaborate with parents during distance schooling than during regular schooling. Parental unresponsiveness, inadequate communication between parents and lack of personal contact were most frequently cited as challenges. The rating of the quality of engagement with parents before distance schooling is correlated with the rating during distance schooling. The amount of time spent with parents increased during distance schooling. Improved computer literacy of the teachers contributed to better virtual collaboration with parents during distance schooling. The survey showed that support from the team and the head teacher did not have a significant impact on increased satisfaction with working with parents during distance schooling. The findings of the study provide insights into aspects of the challenges faced by teachers and thus enable a better understanding of their work during distance schooling in relation to collaboration with parents.

V magistrskem delu z naslovom Doživljanja otrok iz ranljivih družin v času epidemije sem se osredotočila na to, kako je epidemija bolezni covid-19 vplivala na otroke iz družin, ki so opredeljene kot ranljive. Kot ranljive družine opredeljujem tiste, ki so se že pred pojavom epidemije soočale z več različnimi problemi (socialno ranljivostjo, stanovanjsko ranljivostjo, nizkimi prihodki, družinskimi težavami itd.) in so bile vključene v katero izmed institucij oziroma oblik pomoči, ki se ukvarjajo s problematiko ranljivih družin. V teoretičnem delu opredeljujem ključne pojme, kot so ranljive skupine ljudi in ranljive družine, značilnosti le-teh in izzive, s katerimi se pogosto soočajo. Dotaknem se tudi šolanja na daljavo in osnovnih značilnosti epidemije covida-19 v Sloveniji. Osredotočim se tudi na razvoj otrok, kaj vse za zdrav razvoj potrebujejo, kakšen pomen ima za razvoj šola in kako je na vse to vplivala epidemija. Raziskavo sem opravila v dveh delih. V prvem delu sem se osredotočila na starše in njihovo dojemanje epidemije in počutja otroka, v drugem delu pa na otroke ter njihovo doživljanje in dojemanje situacije. Opravila sem kvalitativno raziskavo s štirimi družinami. S tremi družinami sem prišla v stik s pomočjo Mladinskega doma Jarše in Svetovalnega centra za otroke, mladostnike in starše Ljubljana. Obe instituciji se ukvarjata s tovrstno problematiko in nudita pomoč družinam, ki se znajdejo v stiski. Z eno družino pa sem prišla v stik s pomočjo moje mentorice pri praksi. S to raziskavo sem želela raziskati, kakšne so bile posledice epidemije, predvsem zapiranja šol in javnega življenja, na duševno zdravje otrok, ki prihajajo iz družin, ki so že v običajnih razmerah odrinjene na rob družbe. S tem sem želela osvetliti problematiko ranljivih družin, hkrati pa izpostaviti tudi perspektivo otrok, ki so v raziskovanju pogosto spregledani oziroma v njihovem imenu govorijo drugi. Želela sem ugotoviti, kateri so bili najpogostejši izzivi, s katerimi so se soočale družine, kaj so v času zaprtja najbolj pogrešali, kaj jim je bilo morda v oporo in kako so vse to doživljali otroci. Te podatke sem pridobila prek polstrukturiranih intervjujev s starši in otroki. Z raziskavo sem ugotovila, da so se družine, s katerimi sem sodelovala, v času epidemije soočale z velikimi izzivi in spremembami v njihovem vsakdanu. Predvsem so bile te spremembe vezane na pomanjkanje virov pomoči v svoji lastni socialni mreži in še večjo odrinjenost na rob družbe kot pred epidemijo. Pokazal se je vzorec, da so bile zlasti ženske med epidemijo veliko bolj obremenjene, saj so na svojih ramenih nosile odgovornost za celo družino, izobraževanje otrok in usklajevanje vseh ostalih obveznosti. Experiences of children from vulnerable families during epidemic In my master's thesis titled Experiences of children from vulnerable families during the epidemic, I focused on how the epidemic of the disease COVID-19 affected children from families defined as vulnerable. I define vulnerable families as those families that, even before the outbreak of the epidemic, faced several different problems (social vulnerability, housing vulnerability, low income, family problems, etc.) and were included in one of the institutions or forms of assistance that deal with the problem of vulnerable families. In the theoretical part, I define key concepts, such as vulnerable groups of people and vulnerable families, their characteristics and the challenges they often face. I will also touch on distance learning and the basic characteristics of the Covid-19 epidemic in Slovenia. I also focus on the development of children, what they need for healthy development, the importance of school for development and how the epidemic affected this. I did the research in two parts - in the first part I focused on the parents and their perception of the epidemic and the well-being of the child, and in the second part on the children themselves and their experience and perception of the situation. I conducted qualitative research with four families, with whom I came into contact with the help of the Youth Center and the Counseling Center for Children, Adolescents and Parents. Both institutions deal with this type of problem and offer help to families who find themselves in need. I got in touch with one family with the help of my internship mentor. With this research, I wanted to investigate the impact of the epidemic - especially the closing of schools and public life - on the mental health of children who come from families that are already pushed to the fringes of society under normal circumstances. With this, I wanted to shed light on the issue of vulnerable families, and at the same time highlight the perspective of children, who are often overlooked in research or who are spoken for by others. I wanted to find out what were the most common challenges faced by families, what they missed the most during the closure, what might have been a support for them, and how the children experienced all of this. I obtained this data through semi-structured interviews with parents and children. Through my research, I found that the families I worked with faced great challenges and changes in their everyday life during the epidemic. Above all, these changes were linked to the lack of sources of help in one's own social network and an even greater relegation to the fringes of society than before the epidemic. A pattern emerged that women in particular were much more burdened during the epidemic, as they shouldered the responsibility for the entire family, the education of children and the coordination of all other obligations.

Namen magistrskega dela je bil analizirati izvedbo in organizacijo športnih dni na daljavo za učence predmetne stopnje v času prvega in drugega vala epidemije covida-19. V raziskavo smo vključili 381 osnovnošolskih učiteljev športa, kar predstavlja 30 % celotne populacije. Podatke smo zbrali s pomočjo spletnega vprašalnika in jih obdelali v programu SPSS. Poleg osnovne statistike smo uporabili še Wilcoxonov test, Kruskal-Wallisov test, test predznaka, Friedmanov test, dvosmerni hi-kvadrat test ali Fisherjev eksaktni test, če je bil vzorec manjši. Raziskava je pokazala, da je 90 % učiteljev izvedlo vsaj en športni dan na daljavo, v največji meri pa so učitelji izvedli dva, enega v prvem in enega v drugem valu, zato med valovoma ni prišlo do razlik v številu športnih dni. Med vsebinami so učitelji najpogosteje ponudili pohodništvo, naravne oblike gibanja in vaje za moč, v drugem valu pa so dodali še zimske dejavnosti. Športni dnevi so bili lahko kombinacije več vsebin, vključevali pa so tudi teoretične vsebine in medpredmetne povezave. Ugotovili smo, da so v najpogosteje potekali zunaj oziroma zunaj in doma. Učitelji so se organizacije lotili na različne načine, pri čemer med valovoma ni prišlo do razlik. Organizacija športnega dne na daljavo je večini učiteljev vzela več časa, vendar je bila za polovico enostavnejša v primerjavi s klasičnim športnim dnem. Največ težav so učitelji imeli z zagotavljanjem varnosti ob samostojni izvedbi športnih dni, pa tudi s preverjanjem opravljenih dejavnosti. Športnih dni na daljavo ne moremo primerjati s klasično obliko. Kljub temu da niso bili dovolj dolgi in niso dosegali vseh ciljev športnih dni po učnem načrtu, so bili izrednega pomena. Učitelji so s športnimi dnevi spodbudili učence h gibanju in jih razbremenili, kar je bilo med šolanjem na daljavo izrednega pomena. Oblikovali smo tudi smernice za izpeljavo športnega dne na daljavo, že dobro izvedenim primerom športnih dni pa smo dodali možne izboljšave, ki lahko pomagajo učiteljem pri lastni organizaciji športnega dne in jih opozorijo na mogoče napake oziroma pomanjkljivosti. Tako bodo lažje izbrali primerno vsebino (glede na vreme, okolje, starost in sposobnosti učencev) in športni dan organizirali učinkovito, dovolj intenzivno in varno. Pri tem bodo lahko uporabljali različna gradiva, pedagoške pristope in informacijsko-komunikacijsko tehnologijo. The purpose of the Master’s thesis was to analyse the conduct and organisation of sports days during distance learning for subject level students. The first and second wave of the covid-19 epidemic were observed. The research included 381 physical education teachers, which represents 30 % of the entire population. We collected the data using an online questionnaire and processed them with the software SPSS. In addition to the basic statistics, the Wilcoxon test, Kruskal-Wallis test, sign test, Friedman’s test, two-way chi-square test or Fisher’s exact test in case of a smaller sample were also used. The research showed that 90 % of teachers conducted at least one sports day, but mostly teachers conducted two sports days, one during the first and one during the second wave of epidemic covid-19, therefore there were no major differences in the number of sports days between the two waves. Concerning the content, teachers mostly offer hiking, basic movement activities and strength exercises, and during the second wave they also added winter activities. Sports days could be a combination of several contents, but they also included theoretical contents and cross-curricular issues. We found that they most often took place outside or outside and at home. Teachers approached their organisation in different ways, where there were no differences between the waves. For the majority of teachers the organisation took more time, but just for half the organisation was easier compared to a classic sports day. Teachers had the most trouble with safety assurance during independently performed sports days, as well as with checking the completion of activities. Implementation of sports days during distance learning cannot be compared with the classic form. Despite the fact that they were not long enough and did not reach all the objectives of sports days according to the curriculum, they were of significant importance. With sports days, teachers encouraged students to move and relieved them of pressure, which was crucial during distance schooling. We formed guidelines for conducting a sports day during distance learning and added possible improvements to the already well-conducted examples of sports days, which can help teachers with their own organisation of a sports day and warn them of possible mistakes or shortcomings. This will make it easier for teachers to choose the appropriate content (considering the weather, environment, age and ability of the students) and to organise the sports day effectively, sufficiently intense and safe. In doing so, they will be able to use various materials, pedagogical approaches and information and communication technology.

Diplomsko delo predstavi sodobno problematiko usklajevanja delovnega in družinskega življenja v času šolanja na daljavo zaradi epidemije COVIDA-19. Raziskala sem izkušnje zaposlenih staršev, katerih otroci so se od oktobra 2020 do januarja 2021 izobraževali na daljavo. Pozornost namenjam raziskovanju ovir in težav, s katerimi so se zaradi šolanja otrok na daljavo in službenih dolžnosti srečevali starši. Uporabila sem kvalitativno raziskovanje, ki sem ga izvedla s pomočjo osmih delno strukturiranih intervjujev. V raziskavi predstavljam izzive staršev in strategije za lažje usklajevanje dela in družine. Osredotočila sem se na otroke do vključno 5. razreda osnovne šole, ker izhajam iz predpostavke, da mlajši otroci pri učenju na domu potrebujejo več pomoči staršev, ker še razvijajo samostojnost in potrebujejo dodatne razlage snovi. Prav tako jim primanjkuje dovolj socialno-čustvene zrelosti, da bi zelo dolgo uspešno delovali v virtualnih učnih okoljih. Ugotovila sem, da so imeli največ težav pri usklajevanju delovnih in družinskih obveznosti starši, ki jim primanjkuje samodiscipline pri organizaciji dneva. Odzivi in doživljanja družin se razlikujejo zaradi razlik v starosti otrok, števila otrok in službenih obveznosti staršev. The thesis presents the contemporary issue of balancing work and family life during a period of distance learning due to the COVID-19 epidemic. I have analyzed the experiences of employed parents whose children engaged in distance learning in the period from October 2020 to January 2021. The central purpose of my thesis was to analyze the obstacles and problems encountered by parents that were a consequence of distance learning and their own occupational responsibilities. I have used the qualitative research approach and collected data using a semi-structured interview. The results of the analysis present 8 parents’ challenges as well as the strategies for balancing work and family. The research included children from first to fifth grade of primary school based on the presumption that younger children need more parents’ help, support and additional explanations, as their independence is not fully developed yet. Moreover, they lack social-emotional maturity consequently, they cannot successfully participate in a virtual learning environment. The analysis results have shown that less disciplined and organized parents reported having more difficulties balancing work and time for the family. Parents’ answers and experiences may vary based on the age and number of children and their occupational responsibilities.

V času šolanja na daljavo med epidemijo covid-19 so se učiteljice soočale s prenekaterimi izzivi, povezanimi tako s poučevanjem kot z osebnim življenjem. Epidemija je dramatično posegla v bolj ali manj vse sfere naših življenj. Zamikale so se pedagoške prakse, šolsko življenje se je preselilo pred zaslone in razkrilo digitalne kompetence ne le učenk in učencev ter njihovih staršev, temveč tudi pedagoške srenje. V zasebnem življenju so se učiteljice srečevale z izzivi vodenja gospodinjstva, ohranjanjem vloge mame, partnerke itd., saj v času šolanja na daljavo niso preklapljale med službo dopoldne in domom popoldne, temveč med obema ali več vlogami ves dan (dostikrat tudi del noči). Glavni problem, ki bi ga želela poleg vseh pedagoških izzivov v tem času želela izpostaviti, so izzivi, ki so jih učiteljice doživljale na osebni ravni, znotraj doma in družine, ob hkratnem vodenju družine in razreda. Problem se mi zdi pomemben, ker je redko tematiziran in je bil ob drugih problematikah, ki jih je pedagoška stroka doživljala v času šolanja na daljavo, kratko malo spregledan. Izvedla sem kvalitativno raziskavo, v kateri so me, ob že omenjeni temi, zanimale tudi digitalne kompetence učiteljic ter njihovo soočanje s prevlado IKT − kakšne podpore so bile deležne z različnih strani (vodstva, kolektiva, MIZŠ, ZRSŠ, pedagoških fakultet), kakšne spremembe so po njihovem mnenju prinesli zamiki pedagoških praks in kako so lovile ravnovesje med službo in domom. During the time of remote schooling, teachers were facing many challenges in their professional as well as personal lives. The pandemic abruptly invaded virtually every aspect of our lives. Teaching practices were being shifted, school life moved onto our computer screens, revealing digital competence of students, their parents and the pedagogical community. In their personal lives, teachers encountered the challenges of running their households and maintaining the roles of mothers, partners, etc., because rather than working in the morning and looking after their homes in the afternoon, they were switching between at least two roles throughout the day (and sometimes into the night). Besides the pedagogical issues I am discussing, the biggest personal challenge for the teachers was taking care of the home and the family while also running the classroom. I think the problem is relevant, as it was rarely discussed and often overlooked in the myriad of other issues the teaching profession was facing. In my qualitative study, I researched the above-mentioned issues as well as the digital competence of teachers and their coping with the sudden prevalence of the ICT – what kind of support they received from the various agents in the field of education (school leaders, co-workers, Ministry of Education, Science and Sport, National Education Institute, faculties of education), what changes, in their opinion, came with the shifts in teaching practices and how they handled balancing their work and home life.

Magistrsko delo sestavljata teoretični in raziskovalni del. V teoretičnem delu skozi okvir veljavne zakonodaje in s pomočjo pomembnejših avtorjev obravnavam šolsko svetovalno službo in vlogo učiteljev v osnovni šoli ter s pomočjo virov opišem medsebojno sodelovanje učiteljev in šolske svetovalne službe. Ob koncu pregleda literature navajam tudi smernice, ki so jih za svoje delo dobili učitelji in šolski svetovalni delavci v času šolanja na daljavo. V raziskovalnem delu raziskujem sodelovanje učiteljev s šolsko svetovalno službo v osnovnih šolah ter povzemam ugotovitve kvantitativne raziskave, v katero je bilo vključenih 222 osnovnošolskih učiteljev. Z raziskavo sem želela ugotoviti, kako se razlikuje sodelovanje med učitelji in šolsko svetovalno službo na navedenih področjih v času šolanja v šolah in času šolanja na daljavo, ki je pomenilo spremenjene pogoje dela. V obeh obravnavanih šolskih letih so se učenci osnovnih šol skupno na daljavo šolali najmanj pet mesecev in pol. Zanimalo me je, glede katerega področja dela šolske svetovalne službe učitelji najpogosteje sodelujejo s šolsko svetovalno službo (ŠSS), katere oblike sodelovanja s ŠSS se najpogosteje poslužujejo, kako pogosto sodelujejo s ŠSS, kako ocenjujejo zadovoljstvo glede sodelovanja s ŠSS ter na koga se ob doživljanju stisk, povezanih z delom, najpogosteje obrnejo. Ugotoviti sem želela tudi, ali na zadovoljstvo učiteljev glede sodelovanja s ŠSS vpliva število zaposlenih svetovalnih delavk v ŠSS in stopnja, na kateri učitelj poučuje. Raziskava je pokazala, da učitelji v času šolanja v živo najpogosteje sodelujejo s šolsko svetovalno službo na področju šolske kulture, vzgoje, klime in reda, v času šolanja na daljavo pa na področju učenja in poučevanja, ter da se učitelji v času šolanja v živo najpogosteje poslužujejo osebnega obiska pri svetovalnem delavcu, v času šolanja na daljavo pa telefonskih pogovorov. Ugotovitve glede pogostosti sodelovanja so, da učitelji v času običajnega šolanja sodelujejo s šolsko svetovalno službo bolj pogosto kot v času šolanja na daljavo, pogostost sodelovanja pa je pri obeh veliko manjša od pričakovane. Zadovoljstvo s sodelovanjem s šolsko svetovalno službo so učitelji ocenili bolje v času običajnega šolanja kot v času šolanja na daljavo. Ob doživljanju stisk, povezanih z delom, se učitelji v času običajnega šolanja najpogosteje obrnejo na sodelavko/sodelavca, v času šolanja na daljavo pa prav tako. Ne moremo trditi, da (v času šolanja v živo ali na daljavo) obstajajo statistično pomembne razlike v zadovoljstvu učiteljev glede sodelovanja s ŠSS glede na število zaposlenih v ŠSS oz. glede na stopnjo, na kateri učitelj poučuje. Kot povezavo ugotovitev teoretičnega in raziskovalnega dela ob koncu magistrskega dela navajam tudi sklepe in nekatere predloge. This master’s thesis is partly theoretical and partly practical in nature. In the theoretical part, I discuss the role school counsellors, teachers and the intersection of both of their responsibilities play in the school environment, and how they cooperate through the lens of actual policies, laws and important authors from this field of study. Towards the end of the overview of literature I have added general guidelines, which were given to schools for the duration of distance learning during the Coronavirus pandemic. In the practical part of the thesis, I studied the cooperation of teachers with school counsellors in Slovenian elementary schools. This includes the findings of my quantitative research, which are appropriately summarized and comprise 222 elementary school teachers. The focus of my research was aimed at discerning the differences in cooperation between elementary school teachers and school counsellors during the time of »normal«, classroom learning, and during the distance learning period, when working conditions changed dramatically. During both school years I have taken into account, the time students spent distance learning totalled a minimum of five and a half months. I was additionally interested in pertaining to which field of work of the school counselling service the teachers most commonly cooperate with school counsellors, which forms of cooperation with the school counselling service teachers most commonly partake in, how frequently teachers cooperate with the school counselling service, how teachers rate their experience working with the school counselling service, and lastly, to whom do teachers usually turn to in relation to distress brought about by their working environment and working conditions. My aim was also to find out, whether there is a correlation between teachers’ satisfaction and number of school counsellors and between satisfaction of the teachers from different stages of teaching. Research has shown that teachers most commonly turn to the school counselling service during times of classroom learning concerning issues such as school culture, the child’s upbringing, the school environment and order, but that during periods of distance learning teachers mostly turned to the school counselling service concerning issues about teaching and learning. Incidentally, during times of classroom learning, most teachers decided to go and see a school counsellor in person, while during periods of distance learning they sought the counsellor’s help mostly via a telephone call. Findings concerning the frequency with which teachers decided to turn to school counsellors for help show, that teachers decided to cooperate more frequently with the school counselling service during times of classroom learning than during times of distance learning, but that the frequency of cooperation in both situations was much lower than initially expected. Most teachers were more content with their experience of cooperating with the school counselling service during times of classroom learning, as opposed to periods of distance learning. Both during times of classroom and distance learning teachers usually decided to turn to their colleague, when they were experiencing some sort of distress, brought about by their work. We cannot claim that there are statistically significant differences in teachers’ satisfaction regarding the number of school counsellors and different stages of teaching. In order to try and bridge the gap between the theoretical and practical findings (of quantitative research) of my master’s thesis I have included at the end some general outlines and suggestions pertaining to the topic and field of my master’s thesis.

V zaključnem delu se osredotočam na aktualno problematiko šolanja na daljavo, ki ga je sprožila epidemija virusa covid-19 in traja že več kot eno leto. Javna RTV Slovenija in komercialna POP TV vsaka na svoj način poročata o dotični problematiki. Osrednji sta zagotovo večerni informativni oddaji Dnevnik TV Slovenija in 24 ur POP TV, ki si ju ogleda največ ljudi. Hkrati televizijski hiši producirata različne pogovorne in informativne oddaje ter rubrike v oddajah, ki se posvečajo bolj poglobljenemu poročanju o problemu, problematizirajo ter soočajo mnenja različnih akterjev, ki so vključeni v proces šolanja na daljavo. Kot primer lahko navedem oddaje Tarča, Preverjeno, Studio City, Odmevi, 24 ur Zvečer in rubrike znotraj oddaj, kot sta Inšpektor in Fokus, ki ju spremljamo v oddaji 24 ur. Že teorija medijev je opozorila na razlike med javno in komercialno televizijo, ki pa bi jih rada potrdila tudi v praksi. Glavni namen zaključnega dela je poglobljena primerjalna vsebinska analiza navedenih informativnih oddaj Dnevnik in 24 ur ter nekaterih drugih pomembnih rubrik in oddaj, ki se predvajajo na javni in komercialni televiziji. S spremljanjem oddaj v obdobju treh mesecev (od 31. marca do 30. junija 2021) ter spremljanjem rubrik v oddajah in posebnih oddaj v šolskem letu 2020/21 sem skušala ugotoviti, kakšne razlike se pojavljajo med prispevki javne in komercialne televizije. Da se slednje res pojavljajo, sem potrdila in s pomočjo analize tudi utemeljila. Ugotovila sem, da se razlike pojavljajo v načinu podajanja informacij in v uredniškem naboru gostov, ki so povabljeni v oddaje oz. podajo svoje izjave v prispevkih. Utemeljila sem pomen posebnih oddaj in rubrik za poročanje o šolanju na daljavo, hkrati sem predstavila, na kakšen način in koliko novinarji v poročanje vključujejo vzgojno-izobraževalne ustanove po celotni vertikali. In the final thesis, I focus on the current issue of distance learning, which was triggered by the covid-19 epidemic and has been going on for more than a year. Public RTV Slovenia and commercial POP TV report on the issue in their own way. The main news broadcasts are certainly the evening news broadcast Dnevnik, screened on TV Slovenia, and the 24 ur, screened on POP TV, which have the most viewers. At the same time, these two television networks produce various talk and informative shows and sections in the shows, which are dedicated to more in-depth reporting on the issue by problematizing and confronting opinions of various actors involved in the process of distance learning, such as Tarča, sections Inšpektor and Fokus, Preverjeno, Odmevi, 24 ur Zvečer and Studio City. Differences between public and commercial television have been noticed in theory but need to be confirmed in practice. The main purpose of the final thesis is an in-depth comparative content analysis of the above-mentioned informative broadcasts Dnevnik and 24 ur and some other important sections and shows that are broadcasted on public and commercial television. By monitoring the broadcasts over a period of three months (from March 31 to June 30, 2021) and also sections in the shows and special broadcasts during the entire school year 2020/21, I tried to find out what differences occur between the public and commercial television programmes. I confirmed and substantiated the occurrence of the latter by the help of the analysis. I established that the differences occur in the way of presenting the information and by guests who are invited to the shows or give their statements in contributions. I substantiated the importance of the special broadcasts and sections in the shows that report on distance learning, at the same time I presented in what way and to what extent journalists include educational institutions across the vertical in their reporting.

V diplomskem delu sem raziskovala problem socialne izolacije učencev tretje triade osnovne šole v času epidemije covida-19. V začetku teoretičnega dela sem za časovno umestitev svoje raziskave opisala glavne značilnosti virusa covid-19 in spremembe, ki jih je povzročil v vsakdanjem življenju. Opisala sem koncept šolanja na daljavo, njegove dobre in slabe strani ter spremembe v družinskih rutinah. Nadaljevala sem s pregledom vpliva epidemije na duševno zdravje otrok. Opisala sem znake, skozi katere se kažejo stiske otrok in navedla oblike pomoči. Zaključila sem s poglavjem o varni uporabi zaslonov. V celotnem teoretičnem delu sem se v večini opirala na novejše članke in raziskave s področja vpliva epidemije covida-19 na otroke, saj je tema zelo aktualna in neraziskana. V empiričnem delu sem predstavila uporabljeno metodologijo in rezultate. Raziskava, ki sem jo izvedla, je kvantitativna in deskriptivna. Kot merski instrument sem uporabila strukturiran anketni vprašalnik. Populacijo predstavljajo vsi učenci rednega izobraževalnega programa osnovne šole v Sloveniji, ki so v šolskem letu 2020/2021 obiskovali katerega od razredov tretje triade in so bili v zadnjem letu deležni pouka na daljavo. Vzorec je neslučajnostni in priročni, sodelovalo je oseminšestdeset oseb. Ugotovila sem, da so epidemija covida-19, šolanje na daljavo in ostali ukrepi povezani z izrednimi razmerami, vplivali na splošno počutje in duševno zdravje otrok. Prikrajšani so bili za vsakodnevne socialne stike, ki so pomembni za zdrav psihosocialni razvoj posameznika. Socialne stike so do neke mere vsi ohranjali preko zaslonov (telefonov, socialnih omrežij, aplikacij ipd.). Že socializacija in šolanje na daljavo preko spleta sta povečala posameznikov čas, preživet pred zasloni, prav tako pa so otroci pred zasloni preživljali velik del svojega prostega časa. V večini so otroci doživljali blage stiske, nekateri pa tudi zmerne in hujše. Nekateri so stiske poskušali premagovati sami, drugi pa so se obrnili na bližnje – najpogosteje na družinske člane. Poleg pomoči in opore v stiskah, otrokom odnosi z družinskimi člani nudijo občutek sprejetosti, sproščenosti in varnosti. Odnosi z vrstniki jim v večji meri predstavljajo vir sprostitve in zabave ter jim nudijo prostor, kjer lahko delijo podobna mnenja, interese in vrednote. Učenci tretje triade si večinoma v prihodnje ne želijo več šolanja na daljavo, predvsem zaradi pomanjkanja socialnih stikov ter kakovosti poučevanja. Pomembno se je zavedati, da je epidemija za seboj pustila mnoge posledice, duševno zdravje otrok pa mora biti ob vrnitvi v šolo pomembnejše od količine osvojene učne snovi. In my graduation thesis, I researched the problem of social isolation of pupils of the third triad of primary school during the COVID-19 epidemic. In the theoretical part, I initially described the main characteristics of COVID-19 and the changes it caused in everyday life. I described the concept of distance education, its advantages and disadvantages, and changes in family routines. Later on, I reviewed the impact of the epidemic on children’s mental health. I described the signs of children's distress and listed the forms of help. I concluded the theoretical part with a chapter on the safe use of screens. Throughout the theoretical part, I mostly focused on recent articles and research in the field of the impact of the COVID-19 epidemic on children, as the topic is still very current and unexplored. In the empirical part, I presented the methodology and the results. The research I conducted is quantitative and descriptive. I used a structured survey questionnaire as a measurement instrument. The population is represented by all pupils of the regular educational program of primary school in Slovenia, who in the school year 2020/2021 attended the third triad and have received distance education in the last year. The sample is non-random and convenient, with sixty-eight people participating. I have found that the COVID-19 epidemic, distance education and other emergency measures have affected the general well-being and mental health of children. They were deprived of everyday social contacts, which are important for the healthy psychosocial development of an individual. To some extent, everyone maintained social contacts using screens (telephones, social networks, applications, etc.). Socializing and online education have increased individuals’ time spent in front of screens, above that, children have also spent a lot of their free time in front of screens. The majority of pupils experienced mild distress, and some also moderate and severe. Some children tried to overcome the distress on their own, while others turned to their loved ones - most often family members. In addition to giving help and support in distress, relationships with family members offer children a sense of acceptance and security. Relationships with peers are more often a source of relaxation and fun and offer them a place where similar opinions, interests and values are shared. The majority of pupils of the third triad do not want distance education in the future, mainly due to the lack of social contacts and the quality of teaching. It is imperative to be aware that the epidemic has left many consequences, and the mental health of children must be more important than the amount of the acquired knowledge when returning to school.