diplomsko delo
Jana Rudolf (Avtor), Jana Rudolf (Avtor), Alenka Polak (Mentor)

Povzetek

Sodobni vzgojno-izobraževalni sistem, v katerega sodi tudi vrtec, ne more dosegati ciljev in opravljati svojega vzgojno-izobraževalnega poslanstva brez medsebojnega sodelovanja in timskega dela strokovnih delavcev. V oddelku vrtca delata dve strokovni delavki: vzgojiteljica predšolskih otrok in vzgojiteljica – pomočnica vzgojiteljice predšolskih otrok, ki delujeta v interakciji in koordinirata svoje pedagoško delo, usmerjeno v doseganje zastavljenih ciljev in razvijanje potencialov otrok. Tim se oblikuje na temelju pozitivne soodvisnosti ter z namenom oblikovanja in doseganja skupnih ciljev, ki jih strokovni delavec individualno ne bi mogel doseči. Timsko delo lahko poteka v več etapah, ki so timsko načrtovanje, timsko izvajanje in timska evalvacija. Timsko delo omogoča kakovostnejše in varnejše delo z otroki. Tim je uspešen in učinkovit, če je med člani prisotno zaupanje in če so medosebni odnosi dobri. Slednji so posledica uspešnega in konstruktivnega reševanja konfliktov, primerne komunikacije, medsebojnega spoštovanja in medsebojne pomoči. Če vzgojiteljice upoštevajo načelo profesionalnega razvoja, se morajo ob napredku otrok posvetiti tudi razvoju lastnega tima, da je ta ustvarjalnejši, bolje organiziran, da je delitev dela in vlog primerna, da si prizadevajo za dobro komunikacijo in profesionalne odnose v timu. Učinkovitost timskega dela težko merimo, lahko pa jo zaznavamo. V raziskavi smo ugotavljali, kako vzgojiteljice in pomočnice vzgojiteljice v vrtcih zaznavajo timsko delo. V raziskavo je bilo vključenih 164 vzgojiteljic in pomočnic vzgojiteljice slovenskih vrtcev, med katere smo razdelili anketne vprašalnike. Raziskovali smo, kako razumejo pomembnost timskega dela, etape timskega dela, razlike med njimi v samozaznavanju vključenosti v tim, kako ocenjujejo svojo medsebojno usklajenost pri pedagoškem delu in odzivanju na otroke, kako ocenjujejo učinkovitost lastnega timskega dela in na katerem področju si želijo izboljšati delo v lastnem timu. Ugotovili smo, da vzgojiteljice pripisujejo timskemu delu večjo pomembnost kot pomočnice vzgojiteljice. Večina strokovnih delavk v vrtcu potrjuje, da izvajajo vse tri etape timskega dela. Timska evalvacija se jim zdi najtežja od etap in tudi tista etapa, ki si jo želi izboljšati največ anketiranih strokovnih delavk. Ugotovili smo, da vzgojiteljice in pomočnice vzgojiteljic visoko ocenjujejo vključenost v timsko delo na področju različnih dejavnosti življenja in dela v vrtcu. Vzgojiteljice višje ocenjujejo vključenost v timsko delo na področju sodelovanja s starši in načrtovanja, izvajanja in evalviranja letnega delovnega načrta, tematskih sklopov, vsakodnevnih priprav, različnih projektov in bivanja zunaj. Pomočnice vzgojiteljice želijo izboljšati lastno timsko delo na področju komunikacije. Vzgojiteljice in pomočnice vzgojiteljic zaznavajo svoje timsko delo v oddelku kot zelo učinkovito ter ocenjujejo, da sta njihovo pedagoško delo in odzivanje na otroke zelo usklajeni. Poglavitni razlog, da timsko delo zaznavajo kot zahtevno, vidijo v razporejanju časa za timsko delo. Raziskava potrjuje, da je timsko delo v vrtcu pozitivna praksa tako z vidika odnosov kot tudi prednosti.

Ključne besede

timsko delo;vrtec;vzgojiteljica predšolskih otrok;vzgojiteljica – pomočnica vzgojiteljice predšolskih otrok;zaznavanje timskega dela;

Podatki

Jezik: Slovenski jezik
Leto izida:
Tipologija: 2.11 - Diplomsko delo
Organizacija: UL PEF - Pedagoška fakulteta
Založnik: [J. Rudolf]
UDK: 373.2(043.2)
COBISS: 143127299 Povezava se bo odprla v novem oknu
Št. ogledov: 19
Št. prenosov: 5
Ocena: 0 (0 glasov)
Metapodatki: JSON JSON-RDF JSON-LD TURTLE N-TRIPLES XML RDFA MICRODATA DC-XML DC-RDF RDF

Ostali podatki

Sekundarni jezik: Angleški jezik
Sekundarni naslov: Attitudes of preschool teachers and preschool teacher assistants towards teamwork
Sekundarni povzetek: Modern-day educational system, including preschool, cannot achieve its goals and accomplish its educational mission without interpersonal cooperation and teamwork between professional workers. Two types of professional workers are employed in preschool: preschool teachers and assistant preschool teachers, who interact and coordinate their educational work, which is oriented towards achieving the set goals and developing children’s potential. A team is formed on the basis of positive interdependence and with the aim to set and reach common goals, which individual professional workers could not achieve on their own. Teamwork can have multiple phases in form of team-based planning, team-based implementation and team-based evaluation. Teamwork enables preschool teachers to work with children more effectively and safely. A team is successful and effective if its members trust each other and have established friendly interpersonal relationships, which are a result of successful and constructive problem-solving, appropriate communication, mutual respect and mutual support. If preschool teachers consider the principle of professional development, they have to focus, in addition to children’s development, on the development of their own team, to make it more creative and better organised, to assure appropriate distribution of work and roles, and to strive for good communication and professional relationships within the team. It is difficult to measure the effectiveness of teamwork, yet it can be perceived. In the research, we tried to determine how preschool teachers and assistant preschool teachers perceive teamwork in preschool. Our research included 164 preschool teachers and assistant preschool teachers working in Slovene preschools, who responded to our survey. We studied how they perceive the importance of teamwork and phases of teamwork, what the difference between preschool teachers and assistant preschool teachers is in the self-perception of being involved in a team, how they evaluate their mutual coordination in the field of educational work and responding to children, how they assess the effectiveness of their own teamwork, and where, in their opinion, is still room for improvement of their own teamwork. We determined that teamwork is attributed higher importance by preschool teachers than by assistant preschool teachers. The majority of professional workers in preschool confirm that they are involved in all three stages of teamwork. Team-based evaluation seems to be the most difficult stage and also the stage most of our respondents want to improve. We determined that preschool teachers and assistant preschool teachers assigned high ratings to the involvement in teamwork in the field of different everyday activities and preschool work. Preschool teachers assigned higher ratings to the involvement in teamwork in the field of the cooperation with parents and the activities of planning, implementing and evaluating the annual work plan, thematic clusters, everyday preparations, various projects and outdoor activities. Assistant preschool teachers, on the other hand, desire to improve their teamwork skills in the field of communication. Preschool teachers and assistant preschool teachers perceive their teamwork at the department as very effective and they believe that their efforts in the field of educational work and responding to children are very coordinated. Scheduling time for teamwork is perceived as the main teamwork-related difficulty. This research confirms that preschool teamwork is a positive practise, both in terms of relationships and advantages.
Sekundarne ključne besede: teamwork;preschool;preschool teacher;assistant preschool teacher;perception of teamwork;Predšolska vzgoja;Univerzitetna in visokošolska dela;
Vrsta dela (COBISS): Diplomsko delo/naloga
Študijski program: 0
Konec prepovedi (OpenAIRE): 1970-01-01
Komentar na gradivo: Univ. v Ljubljani, Pedagoška fak., Predšolska vzgoja
Strani: 1 spletni vir (1 datoteka PDF (VI, 89 str.))
ID: 18092797