Profesionalni razvoj učiteljev razrednega pouka

diplomsko delo

Anja Ivajnšič (Author), Milena Ivanuš-Grmek (Mentor)

Abstract

Diplomsko delo z naslovom Profesionalni razvoj učiteljev razrednega pouka opredeljuje profesionalni razvoj učiteljev, njegove bistvene značilnosti, faze in modele ter dejavnike, ki vplivajo nanj. V empiričnem delu smo ugotovili, v kolikšni meri so učitelji razrednega pouka procesno orientirani v svojih pojmovanjih pri lastnem učenju, in sicer glede regulacije učenja, znanja, skupinskega učenja, sposobnosti in tolerance do negotovosti. Prav tako smo proučili, kakšna sta njihov pogled in odnos do stalnega strokovnega izpopolnjevanja. Pri tem so nas zanimale razlike med učitelji s končano pedagoško fakulteto in pedagoško akademijo ter učitelji z različnim številom let poučevanja (0-10 let, 11-20 let, več kot 20 let poučevanja). Uporabljena je bila deskriptivno in kavzalno-ne eksperimentalna metoda empiričnega raziskovanja. Podatki so bili zbrani s pomočjo anketnih vprašalnikov. Ugotovili smo, da med učitelji z različno zaključeno fakulteto/akademijo in med učitelji z različnim številom let poučevanja v pojmovanjih lastnega učenja ni bistvenih razlik. Večini učiteljev so bližja procesno orientirana pojmovanja in ne tradicionalna. V odnosu do stalnega strokovnega izpopolnjevanja prav tako ni bistvenih razlik, statistično značilna razlika se kaže le v vzrokih za neudeležbo na programih stalnega strokovnega izpopolnjevanja. Tako smo interpretirali rezultate glede na celoten vzorec. Učitelji se med različnimi oblikami vseživljenjskega učenja najpogosteje udeležujejo programov stalnega strokovnega izpopolnjevanja, nad katerimi so se jim pričakovanja le delno uresničila. Obiskujejo jih pogosto in večinoma zaradi seznanitve z novostmi. Uporabnost programov izpopolnjevanja v praksi je velika, še več dodatnega izpopolnjevanja si učitelji želijo na področjih integracije otrok s posebnimi potrebami.

Keywords

razredni pouk;učitelji;profesionalni razvoj;značilnosti;faze;modeli;dejavniki;pojmovanja;prepričanja;strokovno izpopolnjevanje;diplomska dela;

Data

Language:	Slovenian
Year of publishing:	2009
Source:	Maribor
Typology:	2.11 - Undergraduate Thesis
Organization:	UM PEF - Faculty of Education
Publisher:	[A. Ivajnšič]
UDC:	37(043.2)
COBISS:	16981256
Views:	3963
Downloads:	871
Average score:	0 (0 votes)
Metadata:

Other data

Secondary language:	English
Secondary title:	PROFESSIONAL DEVELOPMENT OF CLASS CURRICULUM TEACHERS
Secondary abstract:	Diploma with the title "Professional development of class curriculum teachers" discuses the professional development of teachers, their basic traits, phases, models and effects which influence them. In the empirical part we have detected in what degree are teachers process-oriented in their own perceptions of learning. These are perceptions about regulation of learning, knowledge, group learning, abilities and tolerance toward the insecurity. We have also established how they view and relate to constant professional training. We were interested about differences among faculty of education teachers and academy of education teachers and teachers with different levels of experience (0-10 years, 11-20 years and more than 20 years). Descriptive and causal non-experimental methods of empirical pedagogical research was used. Collecting data was gathered via questionnaires. We have discovered that there are no major differences in perceptions of self learning between teachers with different level of education and years of experience. The majority of teachers are more process-oriented than traditional-oriented in their perceptions. There are also no differences in their relations toward the constant professional training. Statistical difference is shown only through non-attendance in constant professional training seminars. That is how we have interpreted the results onto the entire statistical sample. Teachers most often decide for constant professional training among different ways of lifelong learning. Their expectations towards them are only partly met. They attend those seminars often to get familiar with novelties. Practical usefulness of these constant professional training seminars is great. Teachers would want more of such trainings in fields of integration of children with special needs.
Secondary keywords:	Key words: professional development of class curriculum teachers;traits of professional development;phases and models of professional development;effects of professional development;teachers perceptions and believes;constant professional training.;
URN:	URN:SI:UM:
Type (COBISS):	Undergraduate thesis
Thesis comment:	Univ. v Mariboru, Pedagoška fak., Oddelek za razredni pouk
Pages:	116 f., [5] f. pril.
Keywords (UDC):	social sciences;družbene vede;education;vzgoja in izobraževanje;šolstvo;pouk;
ID:	17859