Kompetence vzgojiteljev in vzgojiteljic predšolskih otrok

diplomsko delo

Nina Skudnik (Author), Jurka Lepičnik-Vodopivec (Mentor)

Abstract

Diplomsko delo Kompetence vzgojiteljev in vzgojiteljic predšolskih otrok je sestavljeno iz teoretičnega in empiričnega dela. V prvem je predstavljen položaj, pomen in vloga vzgojitelja ter položaj predšolske vzgoje, vključno z načeli in cilji ter izobrazbeno strukturo vzgojiteljev na zakonski osnovi. Nato je predstavljena povezava med družbo znanja in kompetencami, ki zajema tudi nove vloge vzgojitelja ter izhodišča za oblikovanje kompetenc. Sledijo različne teorije in opredelitve kompetenc ter predstavitev kompetenc po ravneh. Te zajemajo ključne, splošne in specifične kompetence. Nadalje je predstavljen in razdelan profesionalni razvoj vzgojitelja, ki vključuje izobraževanje, značilnosti in modele ter načela profesionalnega razvoja. Drugi del je empirični. Z anketnimi vprašalniki smo želeli ugotoviti, kako so razvite kompetence vzgojiteljev ter proučiti različne dejavnike, ki k razvoju le-teh prispevajo in vplivajo nanje. Pri tem smo uporabili deskriptivno in kavzalno-ne eksperimentalno metodo pedagoškega raziskovanja, proučevanje na nivoju opisovanja stanja. Ugotovili smo, da vzgojitelji svoje kompetence ocenjujejo relativno dobro. Znotraj nekaterih področij se sicer še pojavljajo šibkosti, a se je izkazalo, da se vzgojitelji tega zavedajo. Za najbolj razvito se je pokazalo področje komunikacije in odnosov, najslabše so vzgojitelji ocenili področje sodelovanje z delovnim in družbenim okoljem. Na področju izobraževanja se je pokazalo, da v največji meri k razvoju kompetenc prispeva praksa in izkušnje. Vzgojitelji na splošno menijo, da se dovolj vključujejo v različne oblike razvijanja lastnih kompetenc. Pri preverjanju povezave med delovno dobo in razvitostjo posameznih področij kompetenc se je pokazalo, da na vseh področjih, razen na področju organizacije in vodenja, obstaja povezava - pri vzgojiteljih z višjo delovno dobo je tudi razvitost kompetenc večja.

Keywords

diplomska dela;predšolski otroci;vzgojitelji;kompetence;profesionalni razvoj;vloga vzgojitelja;splošne kompetence;ključne kompetence;specifične kompetence;

Data

Language:	Slovenian
Year of publishing:	2012
Source:	Maribor
Typology:	2.11 - Undergraduate Thesis
Organization:	UM FF - Faculty of Arts
Publisher:	[N. Skudnik]
UDC:	373.2(043.2)
COBISS:	19566088
Views:	8261
Downloads:	1940
Average score:	0 (0 votes)
Metadata:

Other data

Secondary language:	English
Secondary title:	Competences of preschool children educators
Secondary abstract:	This graduation thesis consists of a theoretical and an empirical part. The theoretical part presents the position, meaning and role of the preschool educator and the position of preschool education, including its principles and objectives. It also introduces educational structure of preschool educators on the legal basis. Then, the connection between the knowledge-based society and competences is presented. The graduation thesis also encompasses new roles of preschool educator and bases for creating competences. After that, we introduce various theories and definitions of competences, and their presentation by levels. These incorporate key, general and specific competences. Furthermore, we present and elaborate the professional development of a preschool educator which includes education, characteristics, models and principles of professional development. The second part of the graduation thesis is empirical. By using questionnaires, we wanted to find out how developed preschool educators' competences are, and study various factors that influence and contribute to the development of competences. We used a descriptive and a causal-non-experimental method of pedagogic research, studying on the level of describing the status. We found out that preschool educators evaluate their competences relatively good. Although certain areas display weaknesses, preschool educators are aware of them. The area of communication and relationships is the most developed, while preschool educators assessed the area of cooperation with work and social environment as the worst. It has also been shown that, in the area of education, practice and experience most contribute to the development of competences. Preschool educators generally believe that they integrate enough into various forms of developing their own competences. When testing the connection between the years of service and the development of individual areas of competences, we found out that in all areas, except in the area of organization and management, there exists a connection - preschool educators with more years of service have more developed competences.
Secondary keywords:	meaning and role of a preschool educator;knowledge-based society;competences;key competences;general competences;specific competences;professional development (of a preschool educator);
URN:	URN:SI:UM:
Type (COBISS):	Undergraduate thesis
Thesis comment:	Univ. v Mariboru, Filozofska fak., Oddelek za pedagogiko
Pages:	103 f.
Keywords (UDC):	social sciences;družbene vede;education;vzgoja in izobraževanje;šolstvo;pouk;kinds of school providing general education;vrste šol;ki zagotavljajo splošno izobrazbo;
ID:	1026958