Pogledi študentov pedagogike na obvezno praktično usposabljanje

Abstract

V prvem delu prispevka predstavljamo pomen praktičnega usposabljanja študentov v dodiplomskem študiju; osredotočamo se na obvezno praktično usposabljanje študentov pedagogike. Študent pedagogike naj bi med praktičnim usposabljanjem na šoli ali drugi instituciji pridobil različne kompetence, vezane na delo znotraj vzgojno-izobraževalne institucije, ter kompetence, vezane na njegovo lastno profesionalnost. Pri tem ima bistveno vlogo mentor na šoli ali v drugi instituciji, ki študentu predstavi njegove naloge, pripravi individualni načrt praktičnega usposabljanja ter mu zagotavlja ustrezno opazovanje procesa ter vključevanje v dnevne dogodke v instituciji. V drugem delu prispevka predstavljamo rezultate raziskave, ki prinaša mnenja študentov pedagogike glede lastnosti dobrega pedagoga, njihova pričakovanja pred praktičnim usposabljanjem ter ocene glede lastnosti, ki so jih pridobivali med praktičnim usposabljanjem in s pomočjo mentorja po njem.

Keywords

praktično usposabljanje;pedagogika;študijski programi;kompetence;mentorstvo;ne zaključna dela;

Data

Language:	Slovenian
Year of publishing:	2013
Typology:	1.01 - Original Scientific Article
Organization:	UM PEF - Faculty of Education
UDC:	005.963.2:37.091.33-027.22
COBISS:	19830280
ISSN:	1855-4431
Parent publication:	Revija za elementarno izobraževanje
Views:	1361
Downloads:	212
Average score:	0 (0 votes)
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Other data

Secondary language:	English
Secondary title:	Views of pedagogy students on mandatory work placement
Secondary abstract:	In the first part of this discourse we discuss the general importance of undergraduate student placement and we further focus on compulsory (unpaid) work placement students of pedagogy must undergo as part of the programme. During work placement in a school or an institution, a student of pedagogy must obtain different competences which are related to work within the educational institution and to his or her own expertise. A mentor plays an essential role in this process, introducing students to their tasks, drawing up individual work plans, providing proper observation of the process and encouraging involvement in daily activities taking place in the respective school or institution. In the second part of the discourse, we introduce the results of a survey which provides an insight into what students feel a good school educator should be like and into their expectations prior to starting work placement. Moreover, it gives students' assessments of the characteristics they developed during their work placement and those they developed with the help of a mentor afterwards.
Secondary keywords:	work placement;pedagogy;study programs;competences;mentoring;Izobraževanje učiteljev;Mentorstvo (vzgoja in izobraževanje);Osnovne sposobnosti;Študenti;
URN:	URN:NBN:SI
Type (COBISS):	Article
Pages:	str. 75-89
Volume:	ǂLetn. ǂ6
Issue:	ǂšt. ǂ1
Chronology:	apr. 2013
ID:	9104481