magistrsko delo
Tjaša Ašanin Gole (Avtor), Gregor Jurak (Recenzent), Marjeta Kovač (Mentor), Gregor Starc (Komentor)

Povzetek

Praktično pedagoško usposabljanje (PPU) predstavlja obdobje, ki ga študenti preživijo na šoli pod vodstvom mentorjev. Z opazovanjem se postopno vključujejo v izvajanje pouka, pridobivajo izkušnje, navajajo se na samostojno delo, pridobivajo samozavest in se oblikujejo v avtonomno učiteljsko osebnost. V raziskavo smo vključili študente drugega letnika magistrskega študijskega programa športna vzgoja na Fakulteti za šport (N = 179), ki so opravljali PPU v letih 2013 – 2018 na srednjih šolah po vsej Sloveniji, in njihove mentorje. Najprej smo obravnavali štiri področja, kjer so ocene dela študentov podali le mentorji; ocene smo primerjali glede na spol študentov in mentorjev, naziv mentorjev, leto izvajanja PPU in srednješolski program. Nato smo analizirali ocene kompetenc študentov, ki so jih podali študenti in mentorji po dveh tednih vključitve v PPU ter na koncu PPU na petstopenjski lestvici. Zanimalo nas je, ali obstajajo razlike med oceno mentorjev in (samo)ocenami študentov in ali ima na ocene kompetenc vpliv spol študentov oziroma mentorjev ter program šole, kjer so študenti opravljali PPU. Pri obdelavi podatkov in njihovi ponazoritvi smo si pomagali s programoma Microsoft Excel 2013 in IBM SPSS 22 (SPSS Inc., Chicago Ilinois ZDA). Za preverjanje razlik med ocenami mentorjev na štirih področjih ocenjevanja smo uporabili analizo variance, za preverjanje razlik med ocenami kompetenc, ki so jih podali mentorji in samoocenami študentov pa smo uporabili t-test za neodvisne vzorce, za preverjanje napredka v kompetencah med PPU pa t-test za odvisne vzorce. Ugotovili smo, da so na štirih področjih opazovanja mentorji v povprečju najvišje ocenili področje profesionalnega pristopa študenta. Statistično značilnih razlik glede na leto opravljanja PPU, spol študentov, spol in naziv mentorjev ni, so se pa pojavile razlike na področju priprave gradiv glede na program šole, kjer so študenti opravljali prakso. Prav tako smo ugotovili, da obstajajo razlike med samoocenami študentov in ocenami mentorjev, saj so slednji v povprečju podali višje ocene. Na začetno in končno oceno kompetenc študentov ne vplivata spol študentov in vrsta srednješolskega programa, kjer so študenti opravljali prakso. Med PPU so tako po mnenju mentorjev kot študentov študenti izboljšali svojo kompetentnost na vseh opazovanih področjih. Največji napredek je viden na področju didaktičnih znanj načrtovanja, najvišji začetni in končni oceni pa sta bili na področju didaktičnih znanj evalvacije. Magistrsko delo daje vpogled v napredek študentov na PPU, s tem pa posredno na uspešnost in učinkovitost PPU. Vidna so tista področja, kjer so študenti med PPU zelo izboljšali svoje kompetence, pa tudi tista, ki se jim prek študija posveča veliko pozornosti. Zaznane pa so tudi možnosti za spremembe in izboljšave, predvsem na tistih področjih, ki so bila slabše ocenjena oziroma na tistih, kjer ni pomembnih razlik v času opravljanja PPU.

Ključne besede

šport;športna vzgoja;športni pedagogi;izobraževanje učiteljev;zakonodaja;srednješolsko izobraževanje;Fakulteta za šport;praktično pedagoško izobraževanje;samoevalvacija;pedagoško usposabljanje;mentorstvo;ocena;

Podatki

Jezik: Slovenski jezik
Leto izida:
Tipologija: 2.09 - Magistrsko delo
Organizacija: UL FŠ - Fakulteta za šport
Založnik: [T. Ašanin Gole]
UDK: 796.01:37.011.3-051
COBISS: 5518513 Povezava se bo odprla v novem oknu
Št. ogledov: 639
Št. prenosov: 180
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: Analysis of practical pedagous training of students of the Faculty of sport at secondary schools
Sekundarni povzetek: Practical pedagogical training of students (PPT) presents the period spent in school under the guidance of mentors. After observing the teachers, students are gradually taking over the teaching process, they progressively gain experience in independent work, gain self-confidence and start developing an autonomous teacher's personality. The research included students of the second year of the masters degree study program Physical Education at the Faculty of Sport (N = 179), who conducted the PPT in the years 2013-2018 at secondary schools throughout Slovenia, and also their mentors. First, we considered four areas in which only the mentors gave the grades of students' work; we compared the grades according to the gender of students and mentors, the title of the mentors, the year of implementation of the PPT and the secondary school program. Then we analyzed student competence assessments provided by students and mentors after two weeks of inclusion in the PPT and at the end of the PPT on a five-point scale. We were interested in whether there are differences between mentors’ assessment and student (self)assessments, and whether the gender of students or mentors influences the assessment of competences and the program of the school where the students performed the PPT. We used Microsoft Excel 2013 and IBM SPSS 22 (SPSS Inc., Chicago, Illinois USA) to process and graphically present the data. In order to check the differences between the assessments of the mentors in the four areas of assessment, we used a variance analysis, and we used the independent samples t- test for to check the differences between the competence assessments provided by the mentors and self-assessments of students. We used the independent samples t- test also to check the progress in competences during the PPT. We found that the mentors evaluated the professional approach of the students with the highest grades of the four areas. There were no statistically significant differences in respect of the year in which the PPT was conducted, gender of students, or gender and the title of mentors are available, but there were differences in the preparation of materials according to the program of the school, where the students performed the practice. We also found that there were discrepancies between student self-assessments and mentors’ estimates, who gave higher grades to the students. The initial and final assessment of students’ competencies was not influenced by the gender of students and the type of secondary school where students practice. According to mentors and students, the students improved their competence in all areas of observation. The greatest progress was observed in the field of didactic knowledge of planning, while the highest initial and final grade was observed in the field of didactic knowledge of evaluation. The master’s thesis gives insight into the progress of students at the PPT, and thus indirectly on the effectiveness and efficiency of the PPT. There are areas where students have greatly improved their competences during the PPT, as well as those that gain a lot of attention through the study. There are also possibilities for changes and improvements, especially in those areas that were poorly assessed or those where in which there were no significant differences in the time of the PPT.
Sekundarne ključne besede: sport;physical education;pedagogical training;mentoring;assessment;self-evaluation;
Vrsta dela (COBISS): Magistrsko delo/naloga
Študijski program: 0
Konec prepovedi (OpenAIRE): 1970-01-01
Komentar na gradivo: Univ. v Ljubljani, Fak. za šport
Strani: 103 str.
ID: 11122491