magistrsko delo
Mateja Podgorelec (Author), Alenka Polak (Mentor)

Abstract

Vloga vrtca v današnjem času je ponujati kakovostno vzgojo in izobraževanje ter zaposlovati ljudi, ki svoje delo strokovno opravljajo in ga nenehno izboljšujejo. Kakovostno vzgojno-izobraževalno delo omogoča otrokom, da se razvijajo v samostojne, odgovorne in samozavestne osebe, vendar se v praksi pogosto pojavljajo problemi na področju doseganja kakovosti vzgojno-izobraževalne prakse. Strokovni delavci v vrtcih, katerih glavna naloga bi morala biti skrb za kakovostno učenje in vzgojo otrok, so prepogosto preveč individualistično naravnani, med seboj si ne izmenjujejo idej in izkušenj, strah jih je kritike, preredko se med seboj povezujejo in medsebojno sodelujejo. V magistrskem delu sem odgovarjala na vprašanja, kako strokovni delavci v vrtcih zaznavajo in doživljajo kolegialne hospitacije. Raziskovala sem, kakšna stališča imajo strokovni delavci v vrtcih do kolegialnih hospitacij. Zanimalo me je, kakšne izkušnje imajo strokovni delavci v vrtcih s hospitiranjem pri svojih kolegih in kako kolegialne hospitacije zaznavajo ter kakšne izkušnje imajo strokovni delavci v vrtcih, ko jih kolegi hospitirajo pri pedagoškem delu, in kako te hospitacije doživljajo. Odgovarjala sem na vprašanje, kakšne spremembe oz. učinke zaznavajo strokovni delavci pri sebi na osebnostnem in strokovnem področju ali v svojem delovnem okolju pod vplivom kolegialnih hospitacij. Pri zadnjih dveh raziskovalnih vprašanjih pa sem raziskovala, ali se vzgojitelji v zaznavanju in doživljanju hospitacij statistično pomembno razlikujejo od pomočnikov vzgojitelja ter ali se strokovni delavci v vrtcih v zaznavanju in doživljanju hospitacij statistično pomembno razlikujejo med seboj glede na različno delovno dobo oz. pedagoško izkušenost. V vzorec sem zajela 155 anketiranih strokovnih delavcev (vzgojiteljev in pomočnikov vzgojitelja) iz različnih vrtcev po Sloveniji, ki izvajajo kolegialne hospitacije, z različnim številom let delovne dobe na področju vzgoje in izobraževanja, z različno izobrazbo in z zaposlitvijo na različnih delovnih mestih. V raziskavi sem uporabila deskriptivno in kavzalno-neeksperimentalno metodo pedagoškega raziskovanja. Podatke sem zbrala s pomočjo anketnega vprašalnika, ki je bil avtorsko oblikovan v sodelovanju z mentorico. Ugotovila sem, da strokovnim delavcem v vrtcih kolegialne hospitacije večinoma ne predstavljajo dodatne fizične obremenitve, jim pa delno predstavljajo dodatno psihično obremenitev. Po mnenju anketiranih strokovnih delavcev kolegialne hospitacije omogočajo prenos dobre prakse med kolegi, pozitivno vplivajo na kakovost dela vrtca in na profesionalni razvoj. Rezultati raziskave so pokazali, da strokovni delavci pri hospitiranju svojih kolegov pričakujejo sproščeno medsebojno izmenjavo izkušenj in občutkov, prav tako pa tudi izmenjavo inovativnih idej in pristopov ter odprtost za njihovo izražanje lastnega mnenja. Strokovni delavci so mnenja, da s hospitiranjem kolegov razvijajo nove spretnosti in tako spoznavajo nove načine dela. Rezultati so pokazali, da strokovni delavci v vrtcih kolegialnih hospitacij nikakor ne doživljajo kot nadzor, ne dvomijo v svojo strokovnost, se ne bojijo posmehovanja kolegov, pričakujejo pa sproščeno komunikacijo s konstruktivno kritiko in da bodo kolegi pri dajanju povratnih informacij iskreni. Menijo še, da kolegialne hospitacije prispevajo k večji strokovni samozavesti, saj z njimi dobijo priznanje za dobro opravljeno delo. Ugotovila sem, da strokovni delavci menijo, da se s pomočjo kolegialnih hospitacij profesionalno razvijajo, saj te ponujajo dodatno možnost za evalvacijo lastnega dela, prav tako pa izražajo, da so svoje delo začeli bolj ceniti. Sklepam lahko, da s pozitivnim odnosom do kolegialnih hospitacij lahko dosežemo večje zadovoljstvo strokovnih delavcev v vrtcih in s tem posledično večjo kakovost izvajanja pedagoškega dela.

Keywords

kolegialne hospitacije;kakovost;profesionalni razvoj;timsko delo;strokovni delavci;refleksija;

Data

Language: Slovenian
Year of publishing:
Typology: 2.09 - Master's Thesis
Organization: UL PEF - Faculty of Education
Publisher: [M. Podgorelec]
UDC: 373.2:371.13/.16(043.2)
COBISS: 12072521 Link will open in a new window
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Downloads: 144
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Other data

Secondary language: English
Secondary title: Perception and experiencing job shadowing among preschool teachers
Secondary abstract: The role of kindergarten today is to provide high-quality pre-school education, and to give employment to people who perform their work professionally and who constantly improve it. Quality educational work enables children to develop into independent, responsible and self-confident people, however, in reality, there are often problems in attaining the quality of pre-school educational practice. The teaching staff in kindergartens whose main task should be to care for quality teaching and education of children are quite often too individualistic, they do not exchange ideas and experience, they are afraid of criticism and interact and cooperate with one another too rarely. In this master's thesis, I answer questions about how the teaching staff in kindergartens perceive and experience colleague teacher observations. I have been studying the views of the teaching staff in kindergartens on colleague teacher observations. I have been interested in what kind of experience the teaching staff in kindergarten get by sitting in for teaching observations with their colleagues, how they perceive colleague teacher observations. I have studied what kind of experience the teaching staff in kindergarten get when their colleagues observe their pedagogical work and how they feel about the teaching observations. I have answered the question of what changes or effects were perceived by teaching staff from personal and professional perspectives as well as what the effect on their working environment was under the influence of colleague teaching observations. And with the last two research questions, I investigate whether pre-school teachers are statistically significantly different from pre-school teaching assistants in terms of perception and experiencing of teacher observations, and whether the teaching staff in kindergarten statistically significantly differ from one another in the perception and experience of teacher observations in relation to the period of employment or in pedagogical experience. My sample included 155 surveyed professionals (pre-school teachers and pre-school assistant teachers) from various kindergartens in Slovenia, who conducted colleague teacher observations, with various number of years of employment period in pre-school education, with various education background and with employment in various workplaces. The descriptive and causal-non-experimental methods of pedagogical research were used in the study. The data were collected by a questionnaire, which was authorised and designed in cooperation with the mentor. I have found out that teacher observations in general do not place any additional physical burden to the teaching staff in kindergartens. However, colleague teacher observations are sometimes an additional psychological burden for them. According to the surveyed professionals, colleague teacher observations enable transfer of good practice between colleagues, have a positive influence on the quality of work of the preschool organisation and help in professional growth. The results of the research have shown that, during colleague teacher observations, the teaching staff expect a relaxed mutual exchange of experience and feelings, as well as an exchange of innovative ideas and approaches and openness in expressing their own opinions. Professionals believe that they develop new skills by colleague teacher observations, thus learning new ways of working. The results have shown that pre-school teachers do not experience colleague teacher observation as a kind of control, they do not question their professionalism, they do not fear mocking from their colleagues, however, they expect a relaxed communication with constructive criticism and that their colleagues will be honest in giving feedback. They also think that colleague teacher observations contribute to greater professional self-confidence, since they receive recognition for a job well-done. I have found that the teaching staff think that they grow professionally through the colleague teacher observations, since they offer an additional opportunity to evaluate their own work. They have also noted that they have started to appreciate their job more. I can draw a conclusion that with a positive attitude towards colleague teacher observations I can achieve greater satisfaction of the teaching staff in kindergartens and, consequently, a better quality in performing their pedagogical work.
Secondary keywords: nursery school;vrtec;
File type: application/pdf
Type (COBISS): Master's thesis/paper
Thesis comment: Univ. v Ljubljani, Pedagoška fak., Predšolska vzgoja
Pages: XI, 95 str.
ID: 10950719