magistrsko delo
Eva Pančur (Author), Milena Valenčič Zuljan (Mentor)

Abstract

Za uspešno soočanje s številnimi zahtevami in izzivi, pred katere so v današnjem času nenehnih sprememb na različnih področjih človekovega delovanja postavljeni specialni in rehabilitacijski pedagogi, je nujno potreben njihov nenehen profesionalen razvoj. Nepredvidljive delovne razmere, številne zahteve in izzivi pogosto povzročajo stres in občutek nemoči, kar lahko vodi v izgorelost ali opustitev tega poklica, zato se proučevanje profesionalnega razvoja pedagoških delavcev v zadnjih letih osredotoča tudi na področje rezilientnosti. Namen raziskave je bil ugotoviti, katera so najbolj prelomna obdobja na profesionalni poti posameznih specialnih in rehabilitacijskih pedagogov, s kakšnimi stiskami in izzivi se soočajo in kako to poklicno in osebnostno vpliva na njih. Zanimali so nas tudi varovalni dejavniki, ki kažejo na njihovo rezilientnost. Empirična raziskava je temeljila na kvalitativnem pristopu. Vzorec je bil neslučajnostni priložnosten. Zajemal je 13 specialnih in rehabilitacijskih pedagoginj, defektologinj in specialnih pedagoginj z različnimi delovnimi izkušnjami ter različno dolgo delovno dobo. Podatki so bili pridobljeni s pomočjo navodil za pisanje poklicne biografije, kategorizirani in obdelani po načelih kvalitativnega raziskovanja. Rezultati raziskave kažejo, da profesionalni razvoj specialnih in rehabilitacijskih pedagogov zaznamujejo naslednja prelomna obdobja: dodiplomsko izobraževanje in praksa, pripravništvo in strokovni izpit, prva zaposlitev oz. prve izkušnje z delom, menjava službe ali sprememba delovnega mesta, prelomni dogodki, krize in obremenitve, profesionalni napredek, zaključevanje poklicne poti. Med dejavniki, ki najbolj vplivajo na njihov profesionalni razvoj, specialni in rehabilitacijski pedagogi izpostavljajo vzpodbudno klimo na šoli, lastno notranjo motivacijo za učenje, branje strokovne literature ter stalno strokovno izpopolnjevanje. Med prelomnimi dogodki, ki so specialne in rehabilitacijske pedagoge na poklicni poti najbolj obogatili, so najpogostejši tisti, ki so povezani z učenci s posebnimi potrebami ter starši teh učencev. Med dogodki, ki so jim na poklicni poti predstavljali največji izziv oz. povzročili največjo stisko, pa so najpogostejši dogodki povezani s sodelavci, z učenci s posebnimi potrebami ter z izzivi in zahtevami na začetku poklicne poti. Kot varovalni dejavnik v trenutkih največje poklicne krize/stiske specialni in rehabilitacijski pedagogi najpogosteje navajajo podporo družine in podporo sodelavcev.

Keywords

profesionalni razvoj;rezilientnost;metoda poklicne biografije;specialni in rehabilitacijski pedagogi;

Data

Language: Slovenian
Year of publishing:
Typology: 2.09 - Master's Thesis
Organization: UL PEF - Faculty of Education
Publisher: [E. Pančur]
UDC: 376-051(043.2)
COBISS: 11782729 Link will open in a new window
Views: 1195
Downloads: 183
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Other data

Secondary language: English
Secondary title: Studying professional development and resilience of special education teachers by using the method of vocational biography
Secondary abstract: In times of constant change in different fields of people’s lives, the special education teachers nowadays need continual professional development to confront successfully with numerous demands and challenges. Unpredictable working conditions, numerous demands and challenges often cause stress and the feeling of burnout, which can lead to exhaustion and the giving up of their profession. Therefore, the professional development of pedagogical workers has recently been focused on resilience. The purpose of the research was to find out the most breaking periods of special education teachers pursuing their professional path, what challenges and distress they are confronted with and what professional and personal effect these have on the teachers. In the research we were also interested in the protective factors, which indicate resilience. The empirical research, in which random samples were used, was based on the qualitative approach. Thirteen special education teachers, defectologists and teachers for children with special needs, having various working experience with different work time, were included in the research. The data were acquired by means of instructions for writing a vocational biography. They were categorized and processed by means of qualitative methods. The results of the research indicate that the professional development of special education teachers is marked by the following breaking periods: pre-diploma education and practice, training and professional exam, first employment or work experience, changing jobs or work places, breaking events, crisis and workload, professional progress, the ending of professional career. Special education teachers believe that stimulative work climate in school, their own inner motivation for learning and reading professional literature and continuous expert advanced study courses are the most important factors that affect their professional development. Among breaking events, that have enriched the special education teachers on their professional path, are those connected with children with special needs and their parents. The greatest challenge and distress respectively have been caused by events associated with co-workers, children with special needs and the demands and problems the teachers were facing at the beginning of their professional career. In moments of their greatest professional crisis, the special education teachers mention the family support and the support of their co-workers as important protective factors.
Secondary keywords: special school teacher;career development;specialni pedagog;poklicni razvoj;
File type: application/pdf
Type (COBISS): Master's thesis/paper
Thesis comment: Univ. v Ljubljani, Pedagoška fak., Specialna in rehabilitacijska pedagogika, Posebne razvojne in učne težave
Pages: 105 str., [7] str. pril.
ID: 10873540