Pogledi študentov Pedagoške fakultete v Ljubljani na praktično pedagoško usposabljanje

diplomsko delo

Lara Vošnjak (Avtor), Sanja Berčnik (Mentor)

Povzetek

Praktično pedagoško usposabljanje1 je poleg strokovnih predavanj zelo pomemben del izobraževanja študentov predšolske vzgoje na Pedagoški fakulteti Univerze v Ljubljani.2 Mnogi strokovnjaki menijo, da je ključnega pomena za izobraževanje in strokovni razvoj posameznika, zato torej predstavlja kar velik del študija. Prvi del diplomskega dela je teoretični, kjer predstavim pomen izobraževanja strokovnih delavcev v vzgoji in izobraževanju v Sloveniji in izobraževanja študentov predšolske vzgoje na Pedagoški fakulteti v Ljubljani, kar navežem na uporabo praktičnih in teoretičnih vsebin. Osredotočila sem se predvsem na pomen PPU za študente in mentorje ter pomen partnerstva v njihovem sodelovanju. Opisala sem oblike PPU in kako je potekalo na PeF na Oddelku za predšolsko vzgojo v letih 2017–2019, saj sem v tem obdobju PPU opravljala tudi sama. Prvi del sem zaključila s poglavjem o težavah pri PPU, ki se navezuje na empirični del. V drugem, empiričnem delu želim ugotoviti, kakšni so pogledi študentov PeF na PPU in kakšno vrednost mu pripisujejo. Nato raziščem njihovo razumevanje o tem, katere kompetence jim prinašajo izkušnje in delo med izvajanjem PPU ter kakšne so njihove izkušnje s sodelovanjem z izvajalci PPU. Podam tudi njihove konkretne predloge za spremembe, ki bi jih po njihovem mnenju bilo treba uveljaviti na tem področju. Vse to sem raziskala z analitično-deskriptivno metodo raziskovanja. Oblikovala sem anketni vprašalnik, katerega je izpolnilo 38 predstavnic ženskega spola. Rezultati raziskave so pokazali, da večina študentk PPU pripisuje pomembno vlogo. Zavedajo se svojih nalog in menijo, da jih večinoma opravljajo uspešno, kot najpomembnejšo od nalog pa ocenjujejo varovanje poslovnih skrivnosti izvajalca PPU. Večina študentk je mnenja, da je PPU v premajhnem obsegu. Glede izvedbe in organizacije so študentke najbolj zadovoljne z mero samostojnosti in odgovornosti, ki so jo imele, najmanj pa z obdobjem trajanja in razporeditvijo PPU. Večinoma menijo, da je vpliv PPU na razvoj mnogih kompetenc velik, ne vidijo pa toliko napredka pri komuniciranju in sodelovanju s starši. Študentke so v večini zadovoljne s prispevkom PeF k pripravi na PPU, izpostavljajo pa nekoliko več nezadovoljstva pri sodelovanju z mentorjem ali mentorico v vrtcu.

Ključne besede

praktično pedagoško usposabljanje;vzgojitelji;mentorji;mnenja;strokovni pedagoški delavci;študenti pedagoške fakultete;predšolska vzgoja;

Podatki

Jezik:	Slovenski jezik
Leto izida:	2021
Tipologija:	2.11 - Diplomsko delo
Organizacija:	UL PEF - Pedagoška fakulteta
Založnik:	[L. Vošnjak]
UDK:	373.2:37.091.33-027.22(043.2)
COBISS:	78412547
Št. ogledov:	144
Št. prenosov:	6
Ocena:	0 (0 glasov)
Metapodatki:

Ostali podatki

Sekundarni jezik:	Angleški jezik
Sekundarni naslov:	Ljubljana Faculty of education students' views on practical teacher training
Sekundarni povzetek:	In addition to professional lectures, practical pedagogical training3 is a very important part of studying for pre-school education students at the Faculty of Education, University of Ljubljana (2). Many experts believe that it is crucial for the education and professional development of the individual, and therefore represents a large part of the study. The first part of the diploma thesis is theoretical, where I present the importance of educating professions in education field in Slovenia and the study program of preschool students at the Faculty of Education in Ljubljana, which I refer to the use of practical and theoretical content. I focused mainly on the importance of PPT for students and mentors and the importance of partnership in their collaboration. I described the forms of PPT and how it took place at PeF in the Department of Preschool Education in 2017-2019, as I also performed PPT myself during this period. I concluded the first part with a chapter about PPT problems, which relates to the empirical part. In the second, empirical part, I want to find out what the views of PeF students are on PPT and how they value it. I then explore their understanding of which competencies develop the most during their experience and work at PPT, and what their experiences show about working with PPT providers, and their actuall proposals for changes that they believe should be implemented in this area. The empirical partis based on an analytical-descriptive research method. I designed a survey, which was filled out by 38 women. The results of the research showed that the majority of PPT students attribute an important role. They are aware of their tasks and believe that they mostly perform them successfully, and they consider the protection of business secrets of the PPT contractor to be the most important of the tasks. Most female students share the opinion that PPT is not extensive enough. In terms of implementation and organization, female students are most satisfied with the degree of independence and responsibility they had, and least with the duration and distribution of PPT. For the most part, they believe that the impact of PPT on the development of many competencies is great, but they do not see as much progress in communicating and collaborating with parents. Female students are mostly satisfied with PeF's contribution to the preparation for the PPT, but point out a bit more dissatisfaction with working with a mentor in a kindergarten.
Sekundarne ključne besede:	teaching practice;učna praksa;
Vrsta datoteke:	application/pdf
Vrsta dela (COBISS):	Diplomsko delo/naloga
Komentar na gradivo:	Univ. v Ljubljani, Pedagoška fak., Predšolska vzgoja
Strani:	73 str.
ID:	13401848