Izvleček
Namen naše raziskave je bil zapolniti vrzel v preučevanju zanosa pri slovenskih učiteljih glasbe. Zanos je stanje popolne zatopljenosti, notranje motivacije in zadovoljstva, ki nas preveva ob izvajanju neke dejavnosti. Ker je to področje v slovenskem okolju pri učiteljih glasbe še neraziskano, smo izbrali kvalitativno metodo raziskovanja. Izvedli smo polstrukturiran intervju z osmimi učitelji glasbe (dva moška, šest žensk), ki poučujejo glasbo na različnih delovnih mestih. Zanimalo nas je, pod kakšnimi pogoji učitelji glasbe vstopajo v stanje zanosa, kako pogosto se jim to dogaja in kateri dejavniki vplivajo na njihov zanos. Pri analizi smo uporabili metodo utemeljitvene teorije (angl. grounded theory). Identificirali smo tri temeljne teme doživljanja zanosa pri učiteljih glasbe: okoliščine doživljanja zanosa, dejavnike, ki vplivajo na doživljanje zanosa, ter odnos med učiteljevim zanosom in zanosom učencev.
Abstract
Flow Experience Among Music Teachers while Teaching Music
Our research aimed to fill a void in the study of flow in Slovenian music teachers. Flow is the mental state of complete absorption, intrinsic motivation and satisfaction that overwhelms us when engaged in an activity. Since this area is still unexplored with regard to Slovenian music teachers, we chose a qualitative research method. We conducted semistructured interviews with eight music teachers (two men and six women) who work in a variety of settings. We were interested in the circumstances that lead music teachers to experience flow, how frequently it occurs, and the factors influencing the flow state. Grounded theory was used for analysis. Three main themes in music teachers‘ experiences of flow were identified: the circumstances leading to the flow state, the factors influencing the flow experience, and the relationship between the teacher‘s flow and students‘ flow.