Profesionalni razvoj študentov pedagogike

diplomsko delo

Sandra Čepe (Author), Jurka Lepičnik-Vodopivec (Mentor), Branka Čagran (Co-mentor)

Abstract

Profesionalni razvoj pedagogov in učiteljev je vseživljenjski proces, ki se začne na začetku študijske poti in poteka vse do upokojitve ter vključuje nenehno učenje na poklicni poti. V teoretičnem delu diplomskega dela bomo s pomočjo strokovne literature predstavili značilnosti profesionalnega razvoja pedagogov. Zanimale nas bodo razlike modelov profesionalnega razvoja pedagogov, osredotočili se bomo na načela profesionalnega razvoja in raziskali dejavnike, ki najbolj vplivajo na profesionalni razvoj. Metode, ki smo jih uporabili v teoretičnem delu so: komparativna metoda, metoda analize in sinteze, metoda generalizacije in specializacije. V empiričnem delu bomo predstavili rezultate, ki so pridobljeni s pomočjo anketnega vprašalnika (vzorec študentov pedagogike). Rezultati so pokazali, kateri so najpogostejši razlogi za študij pedagogike ter ugotovitve, ali se študenti s študijem dovolj profesionalno razvijajo. Metodi uporabljeni v empiričnem delu sta deskriptivna in kavzalno ne eksperimentalna.

Keywords

diplomska dela;pedagogika;pedagogi;profesionalni razvoj;kompetence;učitelji;

Data

Language:	Slovenian
Year of publishing:	2012
Source:	Maribor
Typology:	2.11 - Undergraduate Thesis
Organization:	UM FF - Faculty of Arts
Publisher:	[S. Čepe]
UDC:	37(043.2)
COBISS:	19566600
Views:	1975
Downloads:	294
Average score:	0 (0 votes)
Metadata:

Other data

Secondary language:	English
Secondary title:	Professional development of students of pedagogy
Secondary abstract:	The professional development of pedagogues and teachers is a lifelong process. It starts at the beginning of the study and lasts until the retirement. It includes constant learning throughout the professional career. In the theoretical part of our thesis we will, with the help of professional literature, present characteristics of the professional development of pedagogues. We will be interested in differences between the models of the professional development of pedagogues, we will be focused on the principles of the professional development, and explore the factors that most influence the professional development. Methods that we used in the theoretical part are: the comparative method, the method of analysis and synthesis, the method of generalisation and specialisation. In the empirical part, we presented the results that were gathered with the help of a questionnaire (sample of students of pedagogy). The results showed the most frequent reasons for studying pedagogy, and also findings about students' sufficient professional development during the study. The used methods in the empirical part are the descriptive method and causal-non-experimental method.
Secondary keywords:	pedagogy;professional development;conception of professional development;teacher’s competences;models of teacher’s professional development;principles of teacher’s professional development;factors of professional development;professional learning;
URN:	URN:SI:UM:
Type (COBISS):	Undergraduate thesis
Thesis comment:	Univ. v Mariboru, Filozofska fak., Oddelek za pedagogiko
Pages:	93 f. , 4 f. pril.
Keywords (UDC):	social sciences;družbene vede;education;vzgoja in izobraževanje;šolstvo;pouk;
ID:	1001844