doctoral dissertation
Danijela Blanuša Trošelj (Author), Milena Valenčič Zuljan (Mentor), Janez Vogrinc (Co-mentor)

Abstract

Profesionalni razvoj pedagoških delavcev v zadnjih letih postaja vse pomembnejši v raziskovalnem in praktičnem kontekstu. Večina raziskav na področju profesionalnega razvoja je bila narejena na vzorcih učiteljev osnovnih ali srednjih šol. Enako velja tudi za modele profesionalnega razvoja. Pomanjkanje raziskav in odsotnost sodobnega modela profesionalnega razvoja vzgojiteljev onemogočata uveljavljanje specifičnosti vzgojiteljskega poklica, zato je bila naša raziskava usmerjena v oblikovanje modela profesionalnega razvoja vzgojiteljev. V teoretičnih izhodiščih so opredeljene znanstvene in družbene spremembe, ki so pripeljale do potrebe po profesionalnom razvoju vzgojiteljev. Pri tem je poudarek na sodobnem vzgojitelju v evropskem kontekstu, spoznanjih o pomenu otroštva in kakovostne zgodnje pa tudi predšolske vzgoje ter nevroznanstvenih odkritij. Nadalje so opredeljeni temeljni pojmi stroke in merila, ki jih mora izpolnjevati poklic, da postane profesija. Podan je pregled evropskega razumevanja inicialnega izobraževanja vzgojiteljev pa tudi zgodovinski pregled iz hrvaškega konteksta. Opisani so različni pristopi, oblike in načini ter dejavniki profesionalnega razvoja vzgojiteljev. Poseben poudarek je na pregledu modelov profesionalnega razvoja, ki služijo kot izhodišče za oblikovanje našega modela profesionalnega razvoja vzgojitelja. Namen empirične raziskave je bil preučiti mnenja, stališča in izkušnje vzgojiteljev o določenih elementih profesionalnega razvoja in na tej osnovi zasnovati model profesionalnega razvoja, ki bi bil specifičen za vzgojiteljski poklic. V kvantitativni del raziskave je bilo vključenih 524 vzgojiteljev in 45 ravnateljev, v kvalitativni del pa 10 vzgojiteljev. Podatki so bili pridobljeni z vprašalnikom, ki je bil oblikovan za namene raziskave, in z intervjujem. Zanimalo nas je, kateri dejavniki vplivajo na odločitev vzgojiteljev za profesionalni razvoj in katere ključne elemente, kot so osebe, trenutki pri njihovem delu itn., poudarjajo kot pomembne pri svojem profesionalnem razvoju. V raziskavi so nas zanimala tudi stališča vzgojiteljev o dejavnikih, ki po njihovem mnenju vplivajo na spremembo podobe vzgojiteljskega poklica v družbi. Raziskovali smo tudi kompetence, in sicer z dveh vidikov: njihovega razvoja v času začetnega študija in mnenj vzgojiteljev glede pomembnosti navedenih kompetenc v njihovi pedagoški praksi. Podatke smo obdelali na ravni deskriptivne in inferenčne statistike. Raziskava je pokazala, da večina vzgojiteljev kljub oceni težavnosti dela in poklicnih vlog ni nikoli želela opustiti svojega poklica. V sklopu dejavnikov profesionalnega razvoja med drugim ugotavljamo, da se vzgojitelji ne udeležujejo konferenc in ne objavljajo svojih del. Del intervjuvanih vzgojiteljev kot ključno osebo, ki je imela nanje poseben vpliv pri njihovem profesionalnem razvoju, navaja ravnatelja ali člana strokovnega odbora. Pomembno vlogo pripisujejo tudi sodelavcem. Večina ob tem navaja pozitivne izkušnje v obliki neposrednega vpliva, kot so nasveti ali besedne spodbude. Ena izmed pomembnih ugotovitev raziskave je tudi ta, da mlajši vzgojitelji o profesionalnem razvoju razmišljajo večplastno. Zlasti pri zaznavanju negotovosti so bile med vzgojitelji z različno delovno dobo ugotovljene statistično pomembne razlike; začetniki v primerjavi z drugimi vzgojitelji občutijo višjo stopnjo negotovosti, ki se z delovno dobo zmanjšuje. Vzgojitelji začetniki visoko ocenjujejo svojo strokovnost. Vzgojitelji z različno dolgo delovno dobo se ne razlikujejo statistično pomembno v presoji vzgojiteljskega poslanstva, neposredne strokovne dejavnosti ter materialnih pogojev in zunanjih dejavnosti. Izhajajoč iz pridobljenih rezultatov in teoretičnih spoznanj o profesionalnem izobraževanju pedagoških delavcev, smo oblikovali šestfazni model profesionalnega razvoja vzgojiteljev: vzgojitelj začetnik (0–3); refleksivni vzgojitelj (4–7); napredni vzgojitelj (8–12); rutinski vzgojitelj (16–23); vzgojitelj ekspert (24–30); vzgojitelj veteran (nad 30 let). Faze so poimenovane glede na specifike posameznega obdobja; pri vsaki so podane tudi usmeritve za spodbujanje profesionalnega razvoja, in sicer na individualni, institucionalni in na sistemski ravni.

Keywords

dejavniki;

Data

Language: English
Year of publishing:
Typology: 2.08 - Doctoral Dissertation
Organization: UL PEF - Faculty of Education
Publisher: [D. Blanuša Trošelj]
UDC: 373.2.011.3-051(497.5)(043.2)
COBISS: 12034121 Link will open in a new window
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Other data

Secondary language: Slovenian
Secondary abstract: Professional development of preschool teachers has over the last few years gained in importance, both in research and practice. European education policy recognizes the importance of preschool teachers’ role in developing self-awareness as well as the importance of early and preschool education in which the professional development of teachers represents an indivisible component of culture. However, most research in the field of professional training focuses on elementary and high school teachers, and the same applies to professional development models. Lack of research and the absence of a modern model of preschool teachers’ professional development makes it impossible to appreciate the specificity of the preschool teacher profession and the needs arising from these specificities in shaping and evaluating preschool teachers’ professional development. The theoretical part of this thesis tries to explain scientific and social changes that have led to professional development of preschool teachers. Emphasis is placed on the contemporary preschool teacher in the European context, acknowledgement of the importance of childhood and the quality of early and preschool education, as well as on neuroscientific discoveries, which influence the practice and society in this field. Furthermore, the basic concepts of profession and requirements are determined, which an occupation must meet in order to become a profession. This thesis emphasizes professional development with an overview of the European understanding of initial preschool teachers’ education, as well as a historical overview of the Croatian context as the foundation of today’s approach. It also discusses different approaches, forms, and ways of professional development and numerous factors of preschool teachers’ professional development. This part is particularly focused on the overview of the models of professional development, which have served as a starting point for the creation of our model of professional development of preschool teachers. The aim of this thesis is therefore to examine the opinions, attitudes, and experiences of preschool teachers about certain elements of professional development, and to create a model of professional development that is specific to the preschool teacher profession. 524 preschool teachers and 45 principals participated in the quantitative part of research and 10 preschool teacher-mentors and preschool teacher-advisors took part in its qualitative part. Data was collected by means of a questionnaire, which was created for the purspose of this research, and interviews with preschool teacher-mentors and preschool teacher-advisors. We were curious to find out which factors particularly affect preschool teachers’ choices in their professional development and which key elements, such as people or moments at work, are emphasized as important in their professional development. In addition, the thesis explores and analyzes preschool teachers’ attitudes towards factors that may affect the image of the preschool teacher in society. Insight is also provided into competences from two aspects – preschool teachers’ development during initial research and their opinions about which of the mentioned competences they deem important in practice. Data was analyzed at the level of descriptive and inferential statistics. Despite the work difficulty and roles that keep piling up year after year, research shows that most preschool teachers have never considered leaving their job. Still, the most common reasons for considering it are stressful and difficult work and bad relations with other stakeholders in the education process. Research has also shown that preschool teachers do not attend conferences and do not publish papers. A part of the interviewed preschool teachers mention the principal or a team member as a key person who has had a certain influence on them in their professional development. Overall, they describe positive experiences in the form of direct influence, such as counseling or verbal stimulation. Preschool teachers describe, almost to the same extent, professional development either as a fairly simple concept or as part of a reflective practice focused on the child. It has been established that younger preschool teachers reflect about professional development in multi-dimensional terms. Statistically significant differences in the perception of insecurity were obtained in the category of novice preschool teachers who, in relation to other preschool teachers, feel a higher level of insecurity that decreases over time. Novice preschool teachers also evaluted a high level of professional expertise. Preschool teachers with different types of work experience do not differ in the importance of professionalizing the preschool teacher calling, direct professional activities, and material conditions and external activities. All this data points to the need for a model of professional development of preschool teachers given that some data obtained through research, due to the specificity of the preschool teacher profession, differ significantly from research of the school teaching profession. For this reason we have created a six-phase model of preschool teachers’ professional development based on the obtained results and theoretical insights. Phases are named according to the specifics of each particular period: a) Novice preschool teachers (0-3); b) Reflective preschool teacher (4-7-); c) Advanced preschool teacher (8-12); d) Routine preschool teacher (16-23); e) Expert preschool teacher (24-30); f) Preschool teacher veteran (over 30 years of work experience). In each of these phases the focus is on achieving professional development at the (1) individual level, (2) level of institutions and institutional groups, and (3) system level.
Secondary keywords: dejavniki;kompetence;model;profesionalna identiteta;pre-school education;trainer;career development;predšolska vzgoja;vzgojitelj;poklicni razvoj;
File type: application/pdf
Type (COBISS): Doctoral dissertation
Thesis comment: Univ. v Ljubljani, Pedagoška fak.
Pages: V, 402 str., [51] str. pril.
ID: 10944821