magistrsko delo
Vesna Hrast (Avtor), Milena Valenčič Zuljan (Mentor), Mojca Žveglič (Komentor)

Povzetek

Znanstvene in družbene spremembe zahtevajo stalna prilagajanja ter posledično spremembe tako na ravni institucij kot posameznika. Postmoderna družba zahteva avtonomne, ustvarjalne in nenehno učeče se vzgojitelje, pri čemer se še posebej poudarja pomen profesionalnega razvoja vzgojitelja. Tega se zaveda tudi Evropska unija, ki s priznanjem vloge predšolske vzgoje poziva države članice k izboljšanju statusa poklica, k izobraževanju in razvijanju kompetenc vzgojiteljev ter poudarja kompleksnost vzgoje v sodobni družbi. Da bi bil lahko profesionalni razvoj vzgojitelja kakovosten, mu moramo zagotoviti ustrezne pogoje, ob tem pa pri načrtovanju vzgojiteljevega profesionalnega razvoja upoštevati, da ta poteka v različnih fazah. Namen magistrskega dela je oblikovati instrument za analizo poklicnih poti diplomiranih vzgojiteljic predšolskih otrok in dejavnikov njihovega profesionalnega razvoja na podlagi različnih modelov profesionalnega razvoja pedagoških delavcev. Ugotovitve kažejo, da se vzgojitelji v različnih fazah kariere soočajo z raznolikimi izzivi – od začetnega prilagajanja in iskanja strokovne identitete do prevzemanja vodilnih vlog in prenosa znanja na mlajše generacije. Rezultati kažejo, da so mentorstvo, kontinuirano strokovno izobraževanje in organizacijska podpora ključni za profesionalni razvoj in dolgoročno zadovoljstvo vzgojiteljev. Notranji dejavniki, kot so motivacija in predanost delu, prispevajo k stabilnosti v poklicu, medtem ko zunanji dejavniki, kot so delovni pogoji, administrativne obremenitve in možnosti napredovanja, pomembno vplivajo na njihovo odločitev za nadaljevanje ali morebitno zapustitev poklica. Kljub visoki stopnji poklicne predanosti vzgojitelji poročajo o številnih stresorjih. Raziskava potrjuje, da profesionalni razvoj vzgojiteljev predšolskih otrok ni enoznačen proces, temveč zahteva sistematično podporo izobraževalnega sistema, kontinuirano strokovno usposabljanje ter izboljšanje delovnih pogojev. Na podlagi ugotovitev izpostavljamo potrebo po krepitvi sistemske podpore vzgojiteljem v vseh fazah kariere.

Ključne besede

model profesionalnega razvoja;predšolska vzgoja;profesionalna identiteta;profesionalni razvoj;

Podatki

Jezik: Slovenski jezik
Leto izida:
Tipologija: 2.09 - Magistrsko delo
Organizacija: UL PEF - Pedagoška fakulteta
Založnik: [V. Hrast]
UDK: 373.2.011.3-051(043.2)
COBISS: 229975299 Povezava se bo odprla v novem oknu
Št. ogledov: 127
Št. prenosov: 38
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: Phased model of professional development for preschool teachers in Slovenia
Sekundarni povzetek: Scientific and societal changes necessitate continuous adaptations, which lead to transformations at both institutional and individual levels. Postmodern society demands the early childhood education professionals to be autonomous, creative, and committed to lifelong learning, with a particular emphasis on the importance of professional development. The European Union acknowledges this by recognizing the role of early childhood education and urging member states to enhance the profession's societal status, invest in the education and development of educators' competencies, and highlight the complexities of education in contemporary society. For professional development to be of high quality, it is essential to provide suitable conditions and consider that this development unfolds in different stages across an educator’s career. The aim of this master’s thesis is to design an instrument for analysing the professional trajectories of early childhood education professionals and the factors influencing their professional development, drawing from various models of professional development for educational professionals. The findings indicate that early childhood education professionals face various challenges at different stages of their careers, ranging from initial adaptation and the establishment of professional identity to taking on leadership roles and mentoring younger generations. The results highlight that mentorship, continuous professional development, and organizational support are crucial for professional growth and long-term job satisfaction. Internal factors, such as intrinsic motivation and commitment to the profession, contribute to career stability, while external factors, such as working conditions, administrative workload, and career advancement opportunities, significantly influence educators' decisions to stay in or leave the profession. Despite a strong professional commitment, educators report experiencing numerous stressors. The research confirms that the professional development of early childhood education professionals is a multifaceted process that requires systematic support from the educational system, continuous professional training, and improvements in working conditions. The findings underscore the necessity of strengthening comprehensive systemic support for educators throughout all phases of their careers.
Sekundarne ključne besede: model of professional development of a preschool teacher;preschool education;professional identity;professional development;Vzgojitelji predšolskih otrok;Univerzitetna in visokošolska dela;
Vrsta dela (COBISS): Magistrsko 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 (346 str.))
ID: 26097592