magistrsko delo
Barbara Karković (Avtor), Marcela Batistič-Zorec (Mentor)

Povzetek

Danes se v vseh dokumentih, ki govorijo o učenju, pojavlja termin vseživljenjsko učenje, ki pomeni, da v današnjem času ni mogoče končati z učenjem s pridobljeno formalno izobrazbo. Če je bilo v preteklosti učenje zaželeno, je danes več ali manj v vseh poklicih nujno, kar velja tudi za vodstvene in strokovne delavce v vrtcih. V pričujočem magistrskem delu so zanimale inovacije vzgojne prakse v vrtcu, zlasti kako jih omogočajo in spodbujajo vodilni delavci vrtcev ter kako se vzgojitelji počutijo v procesu inoviranja. V teoretičnem delu sem izhajala iz subjektivnih teorij pedagoških delavcev, ki pomembno vplivajo na možnosti inoviranja vzgojnega dela. Posebej sem se posvetila motivaciji pedagoških delavcev vrtcev za razvoj in spreminjanje prakse ter vlogi vodstva v tem procesu. Predstavila sem nekatere doslej znane ugotovitve ter izpostavila strokovna spoznanja teoretičnih in empiričnih raziskav na teh področjih. Predstavila sem nekatere že uveljavljene in preizkušene načine učenja vzgojiteljev: pedagoški delavec kot refleksivni praktik (Šagud, 2006), akcijsko raziskovanje (Slunjski, 2011) ter t. i. gradbeno teorijo (Miljak, 2009). V empiričnem delu sem s pomočjo intervjujev s šestimi ravnatelji vrtcev v Sloveniji in na Hrvaškem skušala ugotoviti, kakšen je njihov pogled na spreminjanje vzgojnega dela in inoviranje prakse v vrtcu, ki ga vodijo, ter kako vidijo svojo vlogo v tem procesu. V istih vrtcih sem anketirala vzgojitelje in skušala ugotovit tudi njihova stališča in izkušnje in sicer, kako gledajo na svojo vlogo pri uvajanju sprememb v pedagoško delo ter koliko se počutijo s strani vodstva podprti pri svojem delu. Uporabila sem deskriptivno raziskovalno metodo ter s pomočjo kvalitativne in kvantitativne analize opisala trenutne poglede vodstev in vzgojiteljev na vpeljevanje novosti v vzgojno prakso. Pričakujem, da bodo rezultati raziskave prispevali k razumevanju spreminjanja oz. inoviranja vzgojne prakse, pokazali, katere sistemske ureditve omejujejo inoviranje ter kakšen način vodenja spodbuja oz. zavira uvajanje novosti. Predvsem pa pričakujem, da bodo rezultati pomagali razumeti odgovornost vodstev vrtcev pri inoviranju prakse ter prizadevanju za kakovostno vzgojno delo.

Ključne besede

subjektivne teorije pedagoških delavcev;inovacija;motivacija;spreminjanje prakse;

Podatki

Jezik: Slovenski jezik
Leto izida:
Tipologija: 2.09 - Magistrsko delo
Organizacija: UL PEF - Pedagoška fakulteta
Založnik: [B. Karković]
UDK: 373.2:37.091.113(497.4):(497.5)(043.2)
COBISS: 11040329 Povezava se bo odprla v novem oknu
Št. ogledov: 1060
Št. prenosov: 128
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: Preschool managements and teachers views on innovation of educational practices in Slovenia and Croatia
Sekundarni povzetek: The expression lifelong learning is currently present in all learning process studies which imply that presently, the learning process can no longer end with formal qualifications. While in the past learning was considered useful, today it is more or less necessary in all professions, including educators. This master’s thesis explores innovations in preschool educational practices, especially how enabled and encouraged innovations are by preschool managers and how preschool teachers feel during the innovation process. The theoretical part derives from subjective theories of preschool teachers as they greatly influence the possibility of innovative educational practices. I focused on the motivation of preschool teachers to develop and modify practices and the role of leadership in this process. I presented some of the known conclusions and highlighted the findings of theoretical and empirical research in these areas. I presented some already established and tested ways of preschool training: A preschool teacher as a reflective expert ( M. Šagud , 2006) , action research in education ( E. Slunjski , 2011) , and the so called Construction theory ( A. Miljak, 2009). In the empirical part I interviewed six preschool managers in Slovenia and Croatia and tried to determine their view of the changes taking place in educational work and innovative practice the preschools they manage, and how they define their own roles in this process. I also gave surveys to preschool teachers of these same preschools to assess their perspective of innovation, their role in the innovation process and the support they get from the management during the process. I used descriptive quantitative and qualitative research methods and objectively described the current views of management teams and educators in introducing innovations in educational practices. I expect that the results of this research will contribute to understanding of changes or innovations in educational practices and show which systemic arrangements restrict innovation and how management promotes or inhibits the introduction of innovations. Above all, I expect that the results will help understand educators the responsibility of preschool management for innovations in educational practices and the quest for quality educational work.
Sekundarne ključne besede: nursery school;trainer;leadership;Slovenia;Croatia;vrtec;vzgojitelj;vodstvo;Slovenija;Hrvaška;
Vrsta datoteke: application/pdf
Vrsta dela (COBISS): Magistrsko delo/naloga
Komentar na gradivo: Univ. v Ljubljani, Pedagoška fak.
Strani: 65 str., 29 str. pril.
ID: 9150396