magistrsko delo
Iva Željko (Author), Alenka Polak (Mentor)

Abstract

Timsko delo je ena izmed kompetenc sodobnega pedagoškega delavca. Timsko delo pedagoških delavcev vključuje situacije, doživljanje, spretnosti in psihološke procese, ki lahko pomembno prispevajo k njihovemu profesionalnemu razvoju. Spretnosti timskega dela pedagoški delavci razvijajo v vseh etapah timskega dela, pri timskem načrtovanju, timskem izvajanju in timski evalvaciji; učijo se s pomočjo konkretnih izkušenj ob sodelovanju v timu. Pomembno k učenju iz konkretne izkušnje prispeva refleksija, ki pedagoškim delavcem pomaga izkušnjo osmisliti, strniti osebna spoznanja in izboljšati posameznikovo pedagoško prakso. Pomembno je, da prihodnji pedagoški delavci že v času študija razvijajo spretnosti reflektiranja lastnega dela. Cilj tega magistrskega dela je bil raziskati samozaznavanje napredka v razvitosti spretnosti timskega dela študentov različnih pedagoških smeri. Zanimalo nas je tudi, v kolikšni meri študenti zaznavajo osebnostni in profesionalni razvoj na področju timskega dela ter kakšne so razlike v tem med študenti različnih pedagoških smeri, dodiplomskimi in podiplomskimi študenti. Podatke smo zbirali z raziskovalno metodo anketnega vprašalnika in individualnih pisnih refleksij. Uporabili smo kavzalno neeksperimentalno raziskovalno metodo. Raziskava je bila kombinacija kvantitativne in kvalitativne metodologije. V vzorec smo zajeli študente različnih pedagoških smeri (N = 280), in sicer specialne in rehabilitacijske pedagogike, logopedije in surdopedagogike, predšolske vzgoje in socialne pedagogike. Omenjeni študenti so bili dodiplomski in podiplomski študenti. Izpolnjevali so anketni vprašalnik, v katerem so ocenjevali razvoj spretnosti timskega dela pod vplivom konkretne izkušnje ter vpliv konkretne izkušnje s timskim delom na njihov profesionalni razvoj. V vzorec so bili zajeti tudi študenti 1. letnika podiplomskega študija, smer tiflopedagogika in pedagogika specifičnih učnih težav oz. posebne razvojne in učne težave (N = 132). Slednji so v sklopu portfolia pisali individualne refleksije, v katerih smo raziskovali različne elemente timskega dela, ki so jih študenti zaznali v konkretni izkušnji z le-tem. Rezultati raziskave so pokazali, da študenti ocenjujejo največji napredek na področju razvitosti svojih spretnosti timskega dela v povezavi s spremljanjem in analiziranjem lastnega doživljanja ter odnosov z drugimi člani tima. Naklonjenost timskemu delu so najvišje ocenili po konkretni izkušnji s timskim delom, kar kaže na pomembnost konkretnega izkustva. Večina študentov je ocenila konkretno izkušnjo s timskim delom kot pomembno v procesu izobraževanja, prav tako je večina ocenila, da je ta pomembno prispevala k njihovemu profesionalnemu razvoju. Statističnih razlik med študenti dodiplomskega in podiplomskega študija ter študenti različnih pedagoških smeri na področju samoocene napredka v spretnostih timskega dela v raziskavi nismo našli. Analiza vsebine individualnih pisnih refleksij študentov je omogočila vpogled v spoznanja, vrednotenje izkušnje in kritičnost študentov do lastne pedagoške prakse. Ugotovitve raziskave tega magistrskega dela bodo prispevale k nadaljnjemu raziskovanju na področju timskega dela v povezavi s profesionalnim razvojem prihodnjih pedagoških delavcev.

Keywords

kompetence;osebnostni razvoj;profesionalni razvoj;refleksija;timsko delo;

Data

Language: Slovenian
Year of publishing:
Typology: 2.09 - Master's Thesis
Organization: UL PEF - Faculty of Education
Publisher: [I. Željko]
UDC: 37.091.312(043.2)
COBISS: 12469577 Link will open in a new window
Views: 433
Downloads: 86
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Other data

Secondary language: English
Secondary title: Student teachers' self-perception of personal and professional development regarding the team work
Secondary abstract: Team work skills are one of the important competencies of modern teachers. Team work includes situations, experiences, skills and psychological processes that can have an important impact on the professional development of student teachers. Teachers develop team work skills in the planning stage, the team teaching stage and the evaluation stage, where they work in a team and learn from experience and team collaboration. An important part of experiential learning is reflective practice, which helps give meaning to the experience, gather knowledge and betters their teaching practice. It is important for student teachers to develop skills of reflective practice during their university years.The goal of this masters thesis was to research the self-perception of progress on team work skills of student teachers. We were also interested in student teachers' self-perception of personal and professional development regarding the team work and the differences between students of different courses. The information was gathered using an inquiry research method regarding self-perception of student teachers' development of team work skills and individual reflections on the experience of team teaching. We used the descriptive causal research method. The research was a combination of quantitative and qualitative research approach. The research sample contained student teachers of different university courses, which were special and rehabilitation pedagogy, logopedia and surdopedagogy, preschool pedagogy and social pedagogy (N = 280). These student teachers were graduate and postgraduate students. This sample of student teachers completed an inquiry regarding their self-perception of development of team work skills after a team teaching exercise and the influence of that experience on their personal and professional development. For the qualitative research approach we used a sample of post graduate student teachers of special and rehabilitation pedagogy (N = 132). They wrote individual reflections on the experience of team teaching as part of a portfolio assignment. The qualitative research focus was on elements of self-perception of personal and professional development during their team teaching exercise. Results show that student teachers' self-perception of progress regarding team work skills development because of experience of team teaching was highest for team work skills regarding analyzing their own experience and relationships with other members of the team. They evaluated their positive inclination towards team work to be highest after the experience of team teaching, which shows the importance of experiential learning. Most student teachers evaluated the team teaching experience as an important one for their education as well as their professional development. We found no significant differences between student teachers of different courses or graduation and post graduation student teachers regarding their self-perception of the development of team work skills under the influence of their team teaching experience. Research of individual reflections on team teaching experience of post graduate student teachers showed their insights, experience and evaluation of team teaching. The findings of this masters thesis will contribute to further research on personal and professional development of student teachers regarding the team work.
Secondary keywords: teaching;self-perception;student;samozaznavanje;študent;
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: XII, 87 str.
ID: 11161061