diplomsko delo
Tadeja Štagar (Author), Milena Ivanuš-Grmek (Mentor)

Abstract

Diplomsko delo z naslovom Profesionalni razvoj osnovnošolskih učiteljev je sestavljena iz teoretičnega in empiričnega dela. V teoretičnem delu so obravnavani dejavniki, ki vplivajo predvsem na profesionalni razvoj učiteljev. Predstavljen je pomen in raznolikost profesionalnega razvoja učiteljev na njihovi profesionalni poti. Teoretični del zajema opis nekaterih formalnih in neformalnih oblik stalnega dodatnega strokovnega izpopolnjevanja učiteljev v nekaterih drugih evropskih državah. Glavni namen empiričnega dela je z metodo poklicne avtobiografije analizirati dejavnike, ki vplivajo na učiteljev profesionalni razvoj skozi vsa obdobja šolanja, in dejavnike, ki na njihovo dodatno izobraževanje vplivajo tudi danes; kakšen je oz. naj bi bil dober učitelj in njegov pogled o sebi kot učitelju v prihodnosti. V raziskavi so sodelovali osnovnošolski učitelji z različnimi delovnimi izkušnjami. V diplomskem delu so izpostavljeni pomembnejši deli besedila, ki so navedeni s citati. Razlogi za izbiro poklica so različni: veliko jih je vedelo že od majhnih nog, kaj želijo postati, veliko se jih je odločilo za ta poklic, ker so dober vtis nanje naredili učitelji, ki so jih učili; pojavil se je tudi primer, ko so k odločitvi botrovale finance in alternativna izbira. Poudarjajo veliko pomanjkanje prakse med študijem, ki je ključnega pomena. Začetke poučevanja večina učiteljev opisuje pozitivno zaradi dobrega mentorja iz paralelke, starejša generacija učiteljev pa na svoje mentorje nima lepih spominov. Udeležujejo se seminarjev, ki obravnavajo primere iz prakse, kjer se stalno strokovno izobražujejo. Šolska klima je eden izmed dejavnikov, ki v večini primerov na učitelje vpliva pozitivno, saj si skušajo med sabo čim bolj pomagati in drug drugemu olajšati delo. Vzgoja in kakovost poučevanje sta najpogostejša cilja učiteljev. Pri tem opozarjajo, da bo ukvarjanje z dokumentacijo počasi zasenčilo vlogo in poslanstvo učitelja.

Keywords

razredni pouk;učitelji;osnovne šole;poklic;razvoj;izpopolnjevanje;izobraževanje;Evropa;diplomska dela;

Data

Language: Slovenian
Year of publishing:
Source: Maribor
Typology: 2.11 - Undergraduate Thesis
Organization: UM PEF - Faculty of Education
Publisher: [T. Štagar]
UDC: 37(043.2)
COBISS: 18642696 Link will open in a new window
Views: 2349
Downloads: 290
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Other data

Secondary language: English
Secondary title: PROFESSIONAL DEVELOPMENT OF PRIMARY SCHOOL TEACHERS
Secondary abstract: The diploma titled Professional development of primary school teachers is made of theoretical and empirical parts. The theoretical part deals with factors, which influence especially the professional development of teachers. The meaning and diversity of the professional development of teachers on their professional road is introduced. The theoretical part is also describing some formal and informal ways of continual and additional professional improvement of teachers in some other European countries. The main purpose of the empirical part was to analyse the factors, which influence the professional development of a teacher through all schooling periods and the factors, which are still influencing their additional educational activities today, using the method of professional autobiography; to find out what makes a good teacher and to discover their views on themselves as teachers in the future. Primary school teachers with different work experiences were participating in the survey. Exposed are the more important parts of the text, which are shown through quotations. The reasons for choosing the profession were different: many had known since an early age what they wanted to become, many decided for this profession, because they had been positively impressed by their own teachers; but there was also a case when finances and alternative choice were the main reasons. They are emphasizing the shortage of practical experiences, which are the most important, during the university courses. Most of the teachers are describing the beginning of their teaching career as positive because of their good mentors, who were of about the same age, while the older generation of teachers doesn't like to remember their mentors. The teachers are attending seminars, during which they are discussing practical examples, and continually working on their professional development. The school climate is one of the factors, which positively influences the teachers in most of the cases, because they are trying to help each other the best they can to make each other's work easier. Education and quality teaching are the most common goals of teachers. With this they are also pointing out that dealing with paper work will slowly overshadow the role and the mission of the teacher.
Secondary keywords: professional development;primary school teachers;method of professional autobiography;continual professional improvement;education in European countries.;
URN: URN:SI:UM:
Type (COBISS): Undergraduate thesis
Thesis comment: Univ. v Mariboru, Pedagoška fak., Oddelek za razredni pouk
Pages: 106 f.
Keywords (UDC): social sciences;družbene vede;education;vzgoja in izobraževanje;šolstvo;pouk;
ID: 19516