diplomsko delo
Anja Koželj (Author), Katja Košir (Mentor)

Abstract

V zadnjih letih učitelji bolj kot kdaj koli prej opozarjajo na potrebo po prenovi sistema vzgoje in izobraževanja. Stiske iz njihovega delovnega okolja postajajo vse bolj pereče. Kot pomoč pri navidezno brezizhodnih situacijah se tudi v Sloveniji vse bolj uveljavlja supervizija, katere osrednje orodje je refleksija. Problem pričujočega diplomskega dela je zato vezan na raziskovanje umeščenosti refleksije v profesionalnem razvoju učiteljev s poudarkom na superviziji, kar je podrobneje razdelano v teoretičnemu uvodu. V empiričnemu delu sem opisala potek raziskave, ki je razdeljena na kvantitativni in kvalitativni del. V anketiranje je bilo vključenih 228 učiteljev razrednega pouka, izvedla pa sem tudi intervjuje s štirimi supervizorji. Med drugim sem raziskala slovensko prakso supervizije v šolstvu, okoliščine njene organizacije na šoli ter odnos učiteljev do supervizije in refleksije. Zanimalo me je, kako slovenski učitelji reflektirajo svoje delovne izkušnje in koliko jih to počne s pomočjo supervizije. Ugotovila sem, da ima supervizijsko izkušnjo 32,5 % učiteljev razrednega pouka ter da učitelji s supervizijsko izkušnjo pogosteje uporabljajo sistematične oblike refleksije, medtem ko se ostali (ki sicer predstavljajo večino) pogosteje poslužujejo spontanih oblik. Med pomembnimi je tudi ugotovitev, da so učitelji superviziji v povprečju naklonjeni, problematika pa se nanaša na vedenjsko moteče učence, komunikacijo s starši ter odnose med sodelavci in z vodstvom.

Keywords

učitelji razrednega pouka;refleksija;supervizija;supervizorji;praksa poučevanja;diplomska dela;

Data

Language: Slovenian
Year of publishing:
Typology: 2.11 - Undergraduate Thesis
Organization: UM FF - Faculty of Arts
Publisher: [A. Koželj]
UDC: 159.955.4:37.011.3-051(043.2)
COBISS: 21391624 Link will open in a new window
Views: 1771
Downloads: 238
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Other data

Secondary language: English
Secondary title: REFLECTION AND TEACHERS' PROFESSIONAL DEVELOPMENT
Secondary abstract: In the recent years, teachers have been drawing our attention to the need to reform the educational system. The hardships of their working environment are becoming more and more severe. The so called supervision with reflection is gaining its reputation also in Slovenia as a way out of a seemingly hopeless situation. The main focus of this thesis is therefore to explore the placement of reflection of the professional development of teachers, with the emphasis on supervision, which is further elaborated in the theoretical introduction. The empirical part describes the course of the research that consists of the quantitative and qualitative part. The survey was conducted among 228 elementary school teachers, moreover four supervisors were interviewed. Additionally, Slovenian practice of supervision in education, the circumstances of its organization at the school and teachers' attitudes regarding supervision and reflection were studied. The aim was to discover the way Slovenian teachers evaluate their working experience and how many of them use supervision for this. 32.5% of elementary school teachers have supervision experience and most of them use systematic forms of reflection, while the majority of other teachers use spontaneous forms. Among the important findings is that teachers are generally in favour of supervision, while the problems relate to the pupils with behavioral issues, communication with parents and relations between employees and management.
Secondary keywords: elementary school teachers;reflexion;supervision;supervisors;teaching practice;theses;
URN: URN:SI:UM:
Type (COBISS): Undergraduate thesis
Thesis comment: Univ. v Mariboru, Pedagoška fak., Oddelek za razredni pouk
Pages: 115 f.
ID: 8739298