diplomsko delo
Maruša Škoda (Author), Alenka Polak (Mentor)

Abstract

V diplomskem delu smo raziskovali osebna pojmovanja in subjektivne teorije vzgojiteljic in pomočnic vzgojiteljice. Osebna pojmovanja so naše osebne ideje o nekem pojavu ter nam pomagajo pri razumevanju sveta in imajo pomembno vlogo pri tem, kako se odzovemo v konkretnih situacijah. Med seboj se povezujejo v subjektivne teorije, ki so relativno nespremenljive zveze več pojmovanj. Pogosto so vrednostno in čustveno obarvane ter ne povsem logične in zavestne. Strokovne delavke subjektivne teorije oblikujejo okrog vprašanj, ki so ključna pri njihovem delu, ter okrog dilem, s katerimi se srečujejo pri delu. Osebe si, ko se osebnostno in strokovno razvijajo, izoblikujejo specifična pojmovanja različnih vidikov pedagoškega dela, ta pa se povezujejo v zveze pojmovanj. Na njihovo oblikovanje vplivajo njihovo izobraževanje, osebne izkušnje in njihova osebna zgodovina, dodatna strokovna izobraževanja, kolektiv, prevladujoča praksa v vrtcih idr. Cilj diplomskega dela je bil raziskati, kakšna osebna pojmovanja in subjektivne teorije o učenju, znanju in poučevanju imajo vzgojiteljice in pomočnice vzgojiteljic. Zanimalo nas je, kakšna je povezanost med starostjo in osebnimi pojmovanji ter med njihovo delovno dobo in osebnimi pojmovanji. Raziskovali smo, kateri dejavniki po mnenju anketirancev vplivajo na oblikovanje subjektivnih teorij ter kako si vzgojiteljice in pomočnice vzgojiteljice razlagajo aktivno učenje. V raziskavi je sodelovalo 104 anketirancev. Uporabili smo vprašanja odprtega in zaprtega tipa ter lestvice strinjanja. Ugotovili smo, da so osebna pojmovanja vzgojiteljic in pomočnic vzgojiteljice so za razliko od rezultatov v preteklosti na višjih kognitivnih ravneh. Ugotovili smo, da ni statistično pomembne povezanosti med starostjo strokovnih delavk in njihovimi osebnimi pojmovanji ter delovno dobo strokovnih delavk in njihovimi osebnimi pojmovanji. Po mnenju anketirank so na njihovo osebna pojmovanja v največji meri vplivali naslednji dejavniki: lastne izkušnje z otroki, neformalni pogovori in izmenjava izkušenj s sodelavci, opravljena strokovna izobraževanja, branje strokovne literature ter osebna zgodovina oz. lastna življenjska pot. Osebna pojmovanja in iz njih izpeljane subjektivne teorije in vplivajo na to, kako bodo strokovni delavci načrtovali in izvajali dejavnosti ter kako se bodo odzivali na otroke v oddelku. Pomembno je, da so osebna pojmovanja in subjektivne teorije strokovnih delavk kompleksne in na kognitivnih višjih ravneh, saj usmerjajo strokovne delavke pri njihovem pedagoškem delu, zlasti v smeri aktivnejše vloge otrok.

Keywords

znanje;poučevanje;

Data

Language: Slovenian
Year of publishing:
Typology: 2.11 - Undergraduate Thesis
Organization: UL PEF - Faculty of Education
Publisher: [M. Škoda]
UDC: 373.2(043.2)
COBISS: 77958915 Link will open in a new window
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Downloads: 1
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Other data

Secondary language: English
Secondary title: Personal conceptions and subjective theories od preschool teachers and preschool teachers assistants abot active learning
Secondary abstract: The thesis examines the personal conceptions and subjective theories of educators and assistant educators. Personal conceptions are our ideas about phenomena that help us understand the world and play an essential role in responding to a particular situation. Together, they are organized into subjective theories, i.e., relatively unchanging relations of various concepts. These are often based on emotions and values and are not entirely logical and conscious. The education staff form subjective theories about crucial issues for their work and the dilemmas they face there. As the staff develop personally and professionally, they develop specific ideas about various aspects of pedagogical work, which are then formulated as concepts. The formation of these concepts is influenced by education, personal experience and personal history, in-service training, work colleagues, and the prevailing practices in kindergartens. The thesis aimed to determine the personal conceptions and subjective theories about learning, knowledge, and teaching held by educators and assistant educators. We were particularly interested in the relationship between age and personal conceptions and length of service and personal conceptions. The respondents were asked to identify which factors influenced the formation of subjective theories and how the professional staff understood the concept of active learning. We put together a survey questionnaire and sent it to educators and assistant educators. One hundred four completed questionnaires were returned. Open and closed-ended questions and agreement scales were used. We found that the personal conceptions of educators and assistant educators were at a higher cognitive level compared to past research. No statistically significant correlations were found between the age of the education staff and their perceptions, or their length of service and personal perceptions. According to the respondents, their perceptions were influenced mainly by the following factors: their experience with children, informal conversations and exchanging experiences with colleagues, in-service training, reading professional journals, and personal background and history. Subjective theories and personal conceptions impact how educators plan and perform activities and behave in the class unit. Personal conceptions and the subjective theories derived from them need to be more complex and at a higher level, making it possible for children to play a more active role in kindergarten.
Secondary keywords: Vzgojiteljice predšolskih otrok;Aktivno učenje;
File type: application/pdf
Type (COBISS): Bachelor thesis/paper
Thesis comment: Univ. v Ljubljani, Pedagoška fak., Predšolska vzgoja
Pages: VIII f., [8] f. pril.
ID: 15963655