Spodbude in ovire na poti profesionalnega razvoja učiteljev razrednega pouka

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Language:	Slovenian
Year of publishing:	2013
Source:	Ljubljana
Typology:	2.11 - Undergraduate Thesis
Organization:	UL PEF - Faculty of Education
Publisher:	[B. Štih]
UDC:	373.3(043.2)
COBISS:	9675081
Views:	1459
Downloads:	162
Average score:	0 (0 votes)
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Secondary language:	English
Secondary title:	Stimulants and obstacles on primary teacher's professional development way
Secondary abstract:	In my degree with the title Stimulants and obstacles on primary teacher's professional development way, I have determined why the professional development is necessary and described the influence of various factors that have an influence on the professional development. I have focused on various models of teacher professional development that determine individual periods of the development itself. I have determined the concept of career and its development. In the empirical research in which 100 primary school teachers participated, I was interested in the influence of individual factors that have an influence for decision of profession of a teacher, what kind of concepts about the professional development they have and how much influence they commit to various factors that have an influence on their professional development and career, how often they attend educations and what meaning those educations have for them, in how much extent the expectations about education came true, how much of the additional knowledge would they want to get on individual fields and in how much degree are they satisfied with the profession of a teacher. I was collecting data with the help of questionnaire. The research has shown, that between the factors that had an influence on the decision for the profession of a teacher, one that is getting off the most is the joy to work with children. Most of the teachers understood professional development as an upgrade of existing knowledge and getting new knowledge. Among the factors that have an influence on their professional development, teachers give the biggest influence on good relationship with their colleagues while the most important factors that have influence on their career are continuous learning and life-long learning. 44 % of teachers participate those or even more educations per year, 41 % of teachers have educations as mostly getting practical directions for work in a classroom. 78 % of teachers have partly realized the expectations about education. They warn about too little practical directions, a lack of financial resources and a lack of personal activity. Teachers would like to get most of additional knowledge in the field of solving educational issues. Among other matters, the research has shown that 49 % of interviewed teachers are satisfied with their profession.
Secondary keywords:	teacher education;career development;izobraževanje učiteljev;poklicni razvoj;
File type:	application/pdf
Type (COBISS):	Undergraduate thesis
Thesis comment:	Univ. Ljubljana, Pedagoška fak., Razredni pouk
Pages:	IX, 101 f., [17] f. pril.
Type (ePrints):	thesis
Title (ePrints):	Stimulants and obstacles on primary teacher's professional development way
Keywords (ePrints):	profesionalni razvoj učiteljev
Keywords (ePrints, secondary language):	professional development of teachers
Abstract (ePrints):	V diplomskem delu z naslovom Spodbude in ovire na poti profesionalnega razvoja učiteljev razrednega pouka, sem opredelila profesionalni razvoj učiteljev, utemeljila, zakaj je le-ta potreben in opisala vpliv različnih dejavnikov, ki vplivajo na profesionalni razvoj. Osredotočila sem se na različne modele učiteljevega profesionalnega razvoja, ki iz različnih konceptualnih izhodišč opredeljujejo posamezna obdobja v njem. Opredelila sem pojem kariere in njen razvoj. V empirični raziskavi, v kateri je sodelovalo 100 učiteljev razrednega pouka, me je zanimalo, kolikšen vpliv so imeli posamezni dejavniki na odločitev za učiteljski poklic, kakšna pojmovanja imajo glede profesionalnega razvoja in kolikšen vpliv pripisujejo učitelji različnim dejavnikom na njihov profesionalni razvoj in kariero, kako pogosto se udeležujejo izobraževanj in kaj jim le-ta pomenijo, v kolikšni meri so se jim uresničila pričakovanja glede izobraževanj, koliko dodatnega znanja bi si želeli pridobiti na posameznih področjih ter v kolikšni meri so zadovoljni z učiteljskim poklicem. Podatke sem zbirala s pomočjo vprašalnika. Raziskava je pokazala, da med dejavniki, ki so vplivali na poklicno odločitev učiteljev, najbolj izstopa veselje do dela z otroki. Največ učiteljev je profesionalni razvoj pojmovalo kot nadgradnjo obstoječega ter pridobitev novega znanja. Med dejavniki, ki vplivajo na njihov profesionalni razvoj, učitelji največji vpliv pripisujejo pozitivnim odnosom s sodelavci, na kariero pa nenehno učenje in vseživljenjsko izobraževanje. 44 % učiteljev se udeleži teh ali več izobraževanj na leto, 41 % pa izobraževanja pomenijo predvsem pridobitev praktičnih usmeritev za delo v razredu. 78 % učiteljem so se pričakovanja glede izobraževanj le delno uresničila. Opozarjajo na premalo praktičnih usmeritev, pomanjkanje finančnih sredstev in premalo lastne aktivnosti. Največ dodatnega znanja bi si želeli pridobiti na področju reševanja vzgojne problematike. Raziskava je med drugim pokazala, da je 49 % anketiranih učiteljev s svojim poklicem zadovoljnih.
Abstract (ePrints, secondary language):	In my degree with the title Stimulants and obstacles on primary teacher's professional development way, I have determined why the professional development is necessary and described the influence of various factors that have an influence on the professional development. I have focused on various models of teacher professional development that determine individual periods of the development itself. I have determined the concept of career and its development. In the empirical research in which 100 primary school teachers participated, I was interested in the influence of individual factors that have an influence for decision of profession of a teacher, what kind of concepts about the professional development they have and how much influence they commit to various factors that have an influence on their professional development and career, how often they attend educations and what meaning those educations have for them, in how much extent the expectations about education came true, how much of the additional knowledge would they want to get on individual fields and in how much degree are they satisfied with the profession of a teacher. I was collecting data with the help of questionnaire. The research has shown, that between the factors that had an influence on the decision for the profession of a teacher, one that is getting off the most is the joy to work with children. Most of the teachers understood professional development as an upgrade of existing knowledge and getting new knowledge. Among the factors that have an influence on their professional development, teachers give the biggest influence on good relationship with their colleagues while the most important factors that have influence on their career are continuous learning and life-long learning. 44 % of teachers participate those or even more educations per year, 41 % of teachers have educations as mostly getting practical directions for work in a classroom. 78 % of teachers have partly realized the expectations about education. They warn about too little practical directions, a lack of financial resources and a lack of personal activity. Teachers would like to get most of additional knowledge in the field of solving educational issues. Among other matters, the research has shown that 49 % of interviewed teachers are satisfied with their profession.
Keywords (ePrints, secondary language):	professional development of teachers
ID:	8311491