magistrsko delo
Vesna Drofenik (Author), Milena Valenčič Zuljan (Mentor)

Abstract

Iz pregleda domače in mednarodne strokovne in znanstvene literature je razvidno naraščanje aktualnosti raziskovanja učiteljevega poklicnega delovanja, njegovega profesionalnega razvoja in profesionalizacije učiteljskega poklica. Izpostavljena so tudi vprašanja, ali je učiteljski poklic profesija, oz. ali kateri elementi manjkajo, da bi bil ta poklic pojmovan kot profesija, kaj je oz. bi bilo treba spremeniti. Tradicionalno označeni profesiji sta medicina in pravo; splošni pristop je bil poskusiti, identificirati značilnosti teh dveh poklicev in ostale poklice primerjati z njima. Oblikovali so se različni modeli profesij. Pomembna vloga se namenja tudi raziskovanju različnih dejavnikov učiteljevega profesionalnega razvoja. Raziskovalce zanima, kako učiteljevo raziskovanje in sodelovanje v projektih, načini in vrste izobraževanja, načini inoviranja, institucionalna klima vplivajo na učiteljev profesionalni razvoj. V teoretičnem delu smo opredelili učiteljski poklic in učiteljeve poklicne vloge. Opredelili smo pojem profesija, profesionalizem, profesionalizacija in profesionalni razvoj. Prikazali smo modele profesionalnega razvoja in analizirali dejavnike, ki vplivajo na učiteljev profesionalni razvoj. V empiričnem delu nas je zanimalo, kako različne skupine pojmujejo učiteljski poklic. Za namene raziskave smo oblikovali anketni vprašalnik za strokovne delavce v vzgoji in izobraževanju (učitelje in ravnatelje), starše in učence. Ugotavljali smo, kako pojmujejo različne postavke učiteljskega poklica (zahtevnost poklicnega dela, potrebna izobrazba, specifičnost in nenadomestljivost …). Primerjali smo stališča različnih skupin anketirancev do učiteljskega poklica kot profesije in ugotavljali, ali prihaja med njimi do statistično pomembnih razlik. Ugotavljali smo tudi, kolikšen vpliv imajo po presoji učiteljev in ravnateljev različni dejavniki na učiteljev profesionalni razvoj. Izsledki naše raziskave so pokazali, da bi učitelji, ravnatelji, starši in učenci učiteljski poklic uvrstili med profesije. Učitelji in ravnatelji so mnenja, da notranji dejavniki bolj vplivajo na učiteljev profesionalni razvoj kot zunanji. Po njihovem mnenju najbolj vpliva na profesionalizacijo učiteljskega poklica visoka strokovna usposobljenost učiteljev. Pri dejavnikih oziroma kompetencah, ki opredeljujejo poklicno delo učitelja, prihaja do razhajanj v mnenju učiteljev in ravnateljev na eni strani in starši ter učenci na drugi. Pri dejavnikih, ki vplivajo na ugled učiteljskega poklica se ravnatelji, učitelji, starši in učenci popolnoma strinjajo, da je poučevanje pomembna družbena funkcija. Z raziskavo smo želeli spoznati in kritično opredeliti množico dejavnikov, ki vplivajo na učiteljevo poklicno delo in ovrednotiti njihov vpliv na profesionalizacijo učiteljskega poklica. Naš namen je tudi, da osnovnošolske učitelje kot tudi širšo pedagoško javnost seznanimo s pomembnostjo zavedanja dejavnikov, ki pripomorejo k večji uveljavitvi in ugledu profesije.

Keywords

učiteljski poklic;profesionalni razvoj učitelja;

Data

Language: Slovenian
Year of publishing:
Typology: 2.09 - Master's Thesis
Organization: UL PEF - Faculty of Education
Publisher: [V. Drofenik Jerič]
UDC: 37.011.3-051(043.2)
COBISS: 11063625 Link will open in a new window
Views: 1106
Downloads: 122
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Other data

Secondary language: English
Secondary title: Teacher's professional role and his professional development
Secondary abstract: A review of domestic and foreign scientific literature indicates an increase in interest of researching teachers' occupational activity, their professional development and professionalization of teaching. Questions, whether teaching is profession, or are there any elements missing, for this occupation to be defined as profession, or what has been or should be changed, have also been exposed. Medicine and law are traditionally labelled as professions; the general approach was to identify the characteristics of these professions and to compare other occupations with them. Different models of professions have been formed. An important role has also been given to the research of different factors of teachers' professional development. The researchers have been interested in how the teachers’ researching and cooperating in projects, means and types of education, means of innovating, and institutional climate affect teachers' professional development. In theoretical part, we defined the teaching occupation and teachers’ occupational roles. We defined the term profession, professionalism, professionalization and professional development. We presented the models of professional development and analysed the factors that affect teachers’ professional development. In empirical part, we were interested in how different groups perceive teaching occupation. For the purpose of the research, we formed a questionnaire for practitioners in education (teachers, headmasters and headmistresses), parents and students. Our interest was to find out how they perceive different positions of teaching occupation (difficulty of occupation, required education, specificity and irreplaceability…). We compared views of different groups of respondents to teaching occupation and explored, if there were any statistically important differences between them. We also researched the amount of influence of different factors on teachers’ professional development, according to teachers’ and headmasters’ opinions. The results of our research have shown that the teachers, headmasters, parents and students would classify teaching occupation as profession. Teachers and headmasters believe that internal factors affect teachers’ professional development more than external factors. According to their opinion, the highest influence on professionalization of teaching occupation is teachers’ high professional qualification. There have been different opinions on factors or competences, defining teaching occupation, with teachers and headmasters on one side and parents and students on the other. Within factors that affect the reputation of teaching occupation, headmasters, teachers, parents and students have completely agreed that teaching is an important social function. With our research, we wanted to discover and critically define the factors that affect teachers’ occupational work and evaluate their influence on professionalization of teaching occupation. Our purpose has also been to inform primary school teachers, as well as general public, about the importance of realizing the factors that help to improve the enforcement and recognition of the profession.
Secondary keywords: teacher;career development;učitelj;poklicni razvoj;
File type: application/pdf
Type (COBISS): Master's thesis
Thesis comment: Univ. v Ljubljani, Pedagoška fak.
Pages: 241 str.
ID: 9154527