magistrsko delo
Doris Vouri (Avtor), Alenka Polak (Mentor)

Povzetek

Specialni in rehabilitacijski pedagogi so med drugim zaposleni tudi v razvojnih oddelkih vrtca, kjer njihovo delo z otroki s posebnimi potrebami temelji na timskem pristopu dela. Za optimalno spodbujanje in razvijanje otrokovega funkcioniranja je potreben strokovni tim, v katerega so v razvojnih vrtcih vključeni specialni in rehabilitacijski pedagogi, logopedi, psihologi, svetovalni delavci in vodja vzgojno-izobraževalne ustanove. V praksi je treba timsko delo vseh strokovnih delavcev v razvojnih vrtcih uresničevati na dnevni ravni. Za učinkovito in uspešno timsko delo si je treba zastaviti jasne in dosegljive skupne cilje, ki so naravnani k opolnomočenju otroka in njegovemu napredovanju na vseh področjih razvoja. Za lažje doseganje timsko načrtovanih ciljev se je treba zavedati pestrosti dinamike, procesov in pojavov v timu, kot so npr. motivacija, pozitivna soodvisnost, delovno zadovoljstvo, timska učinkovitost idr. Bolj kot bo posameznik na svojem delovnem mestu zadovoljen, večjo motivacijo bo imel za timsko delo, komunikacija bo ob večji motivaciji vseh članov tima tako boljša in posledično bo tim bolj učinkovito deloval. Vendar pa se člani v timih soočajo tudi z ovirami, problemi in konflikti, za razrešitev katerih je potrebno obvladovanje konstruktivnih strategij soočanja in reševanja problemov. Uspešno rešeni konflikti v timu spodbujajo spremembe in vodijo do novih spoznanj, pripomorejo k ustreznejšim odločitvam, krepijo se medosebni odnosi, v timu se izboljšata komunikacija in sodelovanje vseh članov. Osnovni cilj magistrskega dela je bil ugotoviti, s katerimi ovirami, problemi in konflikti se specialni in rehabilitacijski pedagogi najpogosteje srečujejo pri delu v razvojnem oddelku vrtca, katere strategije uporabljajo za reševanje problemov in konfliktov ter kako se povezuje pogostost zaznavanja ovir, problemov in konfliktov z delovnim zadovoljstvom specialnih in rehabilitacijskih pedagogov. Podatke smo zbirali z anketnim vprašalnikom, jih statistično obdelali ter jih tabelarično in grafično prikazali. V raziskavi sta sodelovala 102 specialna in rehabilitacijska pedagoga. Z raziskavo smo ugotovili, da se specialni in rehabilitacijski pedagogi najpogosteje srečujejo s pomanjkanjem časa za načrtovanje timskega dela in prostorsko stisko. Kot zmerno pogost problem anketiranci omenjajo tudi prevladovanje enega člana tima pri izvajanju timskega dela in problem časovne organizacije za diskusijo o vsebini in o poteku timskega dela. Ugotovili smo, da se pojavljajo statistično pomembne razlike v ocenah pogostosti ovir in problemov pri izvajanju timskega dela v razvojnem oddelku vrtca glede na delovno mesto specialnih in rehabilitacijskih pedagogov, saj ti na delovnem mestu vzgojiteljev v razvojnih oddelkih vrtca ovire in probleme zaznavajo pogosteje kot na delovnem mestu pomočnikov vzgojitelja. V raziskavi smo prav tako ugotovili, da anketirani specialni in rehabilitacijski pedagogi pogosteje uporabljajo primernejše strategije za reševanje ovir, problemov in konfliktov kot anketiranci, ki so zaposleni na delovnem mestu pomočnika vzgojiteljev. Anketiranci pa so kot najpogostejši vzrok za nastanek konflikta pri timskem delu izpostavili namerno rušenje pravil, neupoštevanje pravil in razhajanja pri metodah in oblikah dela z otroki s posebnimi potrebami.

Ključne besede

specialni in rehabilitacijski pedagogi;timsko delo;ovire;problemi;konflikti;

Podatki

Jezik: Slovenski jezik
Leto izida:
Tipologija: 2.09 - Magistrsko delo
Organizacija: UL PEF - Pedagoška fakulteta
Založnik: [D. Vouri]
UDK: 376:373.22(043.2)
COBISS: 12216905 Povezava se bo odprla v novem oknu
Št. ogledov: 427
Št. prenosov: 74
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: The detection and experience of obstacles, problems and conflicts in teamwork and relation to job satisfaction of special education teachers in developmental departments in kindergartens
Sekundarni povzetek: Special education teachers can also be employed in the developmental departments in kindergartens, where their work with children with special needs is founded on teamwork approaches. For the optimal promotion and development of children’s functioning, a professional team is needed in developmental kindergartens in which specialist and rehabilitation teachers, speech therapists, psychologists, counsellors and the leaders of the educational institution are included. In practice, teamwork is required from all professional staff in developmental kindergartens on a daily basis. For effective and successful teamwork, it is necessary to set clear and attainable common goals, which are aimed at empowering the child and his advancement in all areas of development. In order to facilitate the achievement of the set team goals, it is important for one to be aware of the variety of dynamics, processes, and phenomena in the team, for example, motivation, positive interdependence, work satisfaction, team effectiveness, etc. The more the individual is satisfied in his workplace, the greater motivation he will have for teamwork, communication will be a great motivation for all team members and as a result, the team will work more effectively. Nonetheless, members of the team also face obstacles, problems and conflicts that can be solved using constructive strategies for facing and solving problems. Successfully resolved conflicts in the team encourage change and lead to new insights, aide in coming to more relevant decisions, build up interpersonal relationships, improve communication in the team and the participation of all the team members. The main aim of this master’s thesis was to determine which obstacles, problems and conflicts Special education teachers most often encounter while working in the developmental department in kindergartens, which strategies they use to solve problems and conflicts, and how the frequency of recognizing obstacles, problems and conflicts relate with work satisfaction of Special education teachers. The data were collected using a questionnaire then statistically processed and presented in a tabular and graphical manner. 102 Special education teachers participated in the research. With this research, we found out that Special education teachers are most often faced with a lack of time to plan teamwork as well as spatial issues. Moderately frequent responders also mentioned the problem of the dominance of one team member in the implementation of teamwork as well as the problem with organising time to discuss the content and course of the teamwork. We found that there are statistically significant differences in the estimates of the frequency of obstacles and problems in the implementation of teamwork in the developmental departments of kindergartens in relation to the work of Special education teachers. After all, educators in the developmental departments in kindergartens acknowledge obstacles and problems more often than their assistants. Through this research, we found out that the responding special education teachers most often use more suitable strategies to deal with obstacles, problems and conflicts than the respondents who are employed in their workplace as teacher's assistants. The respondents also said that the most common cause of conflict in their teamwork is the deliberate destruction of rules, disregard of rules and discrepancies in methods and forms of work with children with special needs.
Sekundarne ključne besede: backward child;nursery school;otrok s posebnimi potrebami;vrtec;
Vrsta datoteke: application/pdf
Vrsta dela (COBISS): Magistrsko delo/naloga
Komentar na gradivo: Univ. v Ljubljani, Pedagoška fak., Specialna in rehabilitacijska pedagogika, Posebne razvojne in učne težave
Strani: 119 str.
ID: 10990575