magistrsko delo
Maja Martinčič (Author), Milena Valenčič Zuljan (Mentor), Sabina Krajnc (Co-mentor)

Abstract

V hitro spreminjajočem se svetu so se vzgojitelji, učitelji in ostali izobraževalci primorani stalno prilagajati, izboljševati in se nenehno izobraževati. Nenehno poklicno učenje danes ni več izbira, temveč nujnost in poklicna dolžnost vsakega pedagoškega delavca. V zadnjem času se je izobraževanje v marsičem preoblikovalo, epidemija covida-19 pa je še dodatno izpostavila pomanjkljivosti kulture učenja in sodelovanja. Nenehen profesionalni razvoj vzgojiteljev in učiteljev ima ključni pomen za stalno izpopolnjevanje strokovnih veščin, znanj in pristopov v vzgojno-izobraževalnem procesu. Magistrsko delo prikazuje sodelovanje vzgojiteljev in učiteljev kot dejavnik profesionalnega razvoja posameznika. V teoretičnem delu smo se osredotočili na opredelitev profesionalnega razvoja posameznika in dejavnike, ki na ta razvoj vplivajo. V zadnjem delu teoretičnega dela je izpostavljeno medsebojno sodelovanje vzgojitelja in učitelja v 1. razredu osnovne šole ter timsko delo na različnih ravneh. V empiričnem delu so s kvantitativno metodo raziskovanja predstavljeni dobljeni rezultati raziskave, izpeljane na vzorcu vzgojiteljev in učiteljev, ki poučujejo v tandemu v 1. razredu osnovne šole na območju Slovenije. Za namen raziskave smo oblikovali anketni vprašalnik, na katerega je odgovorilo 60 vzgojiteljev in 68 učiteljev, ki poučujejo v 1. razredu osnovne šole. Dobljeni rezultati so predstavljeni skozi štiri glavne vsebinske sklope raziskovalnih vprašanj. Nanašajo se na profesionalni razvoj vzgojitelja in učitelja ter dejavnike profesionalnega razvoja, želje po vključevanju v nadaljnje oblike izobraževanja in usposabljanja, pomembnost medsebojnega sodelovanja za profesionalno učenje ter izkušnje vzgojiteljev in učiteljev z medsebojnim sodelovanjem. Ugotovili smo, da večina vzgojiteljev in učiteljev v 1. razredu ocenjuje lastni profesionalni razvoj kot zelo pomemben. Prav tako pripisujejo veliko pomembnost profesionalnemu razvoju drugih pedagoških delavcev v kolektivu. Raziskovali smo tudi dejavnike profesionalnega razvoja. Ugotovili smo, da vzgojitelji in učitelji v 1. razredu kot pomembne za njihov profesionalni razvoj ocenjujejo: poklicno motiviranost, podporo vodstva in lastno raziskovanje. Vzgojitelji in učitelji izražajo visoko stopnjo pripravljenosti za nadaljnje izobraževanje in usposabljanje. Nadalje smo ugotovili, da se pri vzgojiteljih pojavljajo razlike glede pripravljenosti vključevanja v različne oblike nadaljnjega izobraževanja in usposabljanja glede na delovno dobo. Vzgojitelji v začetnem obdobju kariernega razvoja so manj naklonjeni nadaljnjemu izobraževanju in usposabljanju kot tisti z več delovne dobe. Prav tako vzgojitelji in učitelji izkazujejo visoko stopnjo pomembnosti medsebojnega sodelovanja za lasten profesionalni razvoj.

Keywords

profesionalni razvoj;dejavniki profesionalnega razvoja;timsko delo;sodelovanje vzgojitelja in učitelja v 1. razredu osnovne šole;

Data

Language: Slovenian
Year of publishing:
Typology: 2.09 - Master's Thesis
Organization: UL PEF - Faculty of Education
Publisher: [M. Martinčič]
UDC: 37.091.312(043.2)
COBISS: 170204675 Link will open in a new window
Views: 9
Downloads: 1
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Other data

Secondary language: English
Secondary title: Professional development of a preschool teacher and a primary school teacher in grade 1 through their collaboration
Secondary abstract: In a rapidly changing world, preschool teachers, teachers, and other educators are forced to constantly adapt, improve, and educate themselves. Nowadays, continuous professional learning is no longer a choice, but necessity and professional duty of every pedagogical staff. Recently, education has been transformed in many ways and the covid-19 epidemic has further highlighted shortcomings of the culture of learning and cooperation. Continuous professional development of preschool teachers and teachers is of key importance for continuous fulfillment of professional skills, knowledge, and approaches in the educational process. The master thesis shows the cooperation of preschool teachers and teachers as a factor of individual’s professional development. In the theoretical part, we focused on the definition of individual's professional development and the factors that influence this development. In the last part of the theoretical part, the mutual cooperation of preschool teacher and teacher in the 1st grade of elementary school as well as teamwork at different levels are highlighted. In the empirical part, the quantitative research method is used to present the results of the research conducted on a sample of preschool teachers and teachers who teach in tandem in the 1st grade of elementary school in Slovenia. For the research purpose, we designed survey questionnaire, which was answered by 60 preschool teachers and 68 teachers who teach in the 1st grade of elementary school. The obtained results are presented through four main substantive sets of research questions. They refer to the professional development of preschool teachers and teachers and the factors of professional development, the desire to be involved in further forms of education and training, the importance of cooperation for professional teaching, and the experiences of preschool teachers and teachers with mutual cooperation. We have found that the majority of preschool teachers and teachers in the 1st grade rate their own professional development as very important. They also attach great importance to the professional development of other teaching staff in the collective. We have also investigated the factors of professional development. We have found that preschool teachers and teachers in the 1st grade rate the following as important for their professional development: professional motivation, management support, and research on their own. Preschool teachers and teachers express a high assessment of willingness for further education and training. Furthermore, we have found that there are differences among preschool teachers regarding their willingness to engage in various forms of further education and training depending on their years of service. In the initial period of career development, preschool teachers are less inclined to further education and training than those with more experience. Likewise, preschool teachers and teachers express a high level of importance of mutual cooperation for their own professional development.
Secondary keywords: professional development;factors of professional development;teamwork;cooperation of preschool teacher and teacher in the 1st grade of elementary school;Vzgoja in izobraževanje;Univerzitetna in visokošolska dela;
Type (COBISS): Master's thesis/paper
Study programme: 0
Embargo end date (OpenAIRE): 1970-01-01
Thesis comment: Univ. v Ljubljani, Pedagoška fak., Predšolska vzgoja
Pages: 1 spletni vir (1 datoteka PDF (104 str.))
DOI: 20.500.12556/RUL-151946
ID: 20488381