magistrsko delo
Manca Jasenc (Avtor), Milena Valenčič Zuljan (Mentor), Mojca Žveglič (Komentor)

Povzetek

Profesionalni razvoj učiteljev poteka skozi vse življenje. Učiteljeva vloga v današnjem svetu se spreminja zaradi različnih stvari (npr. uveljavljanja informacijsko-komunikacijske tehnologije, dela z otroki s posebnimi potrebami itd.). Ravno zaradi nenehnega spreminjanja sveta je pomembno, da se učitelj nenehno izpopolnjuje in razvija. Pri oblikovanju ugodnega konteksta za spodbujanje učiteljevega razvoja so pomembna različna načela učiteljevega profesionalnega razvoja. Pomembno pa je tudi poznavanje modelov in dejavnikov učiteljevega profesionalnega razvoja. Na učiteljev profesionalni razvoj vplivajo različni dejavniki. Dejavniki so tako notranji (učiteljeve subjektivne teorije itd.) kot tudi zunanji (klima in kultura šole, inovacije, podpora vodstva in sodelavcev itd.). V teoretičnem delu magistrskega dela smo opredelili pojme profesija, profesionalizem, profesionalec v kontekstu učiteljskega poklica, profesionalni razvoj učitelja, modele in načela profesionalnega razvoja ter dejavnike, ki vplivajo na profesionalni razvoj učitelja. Poleg tega smo posebej osvetlili pomen kolegov in vodstva za posameznikov profesionalni razvoj ter pojasnili pojme kakovost pouka in šole. Empirična raziskava je bila izvedena v dveh delih. Prvi del je bil izveden v skladu s kvantitativno, drugi pa s kvalitativno raziskovalno paradigmo. V raziskavo je bilo vključenih 179 učiteljev razrednega pouka, ki so v šolskem letu 2018/19 poučevali v javnih osnovnih šolah v Osrednji Sloveniji. Vprašalnik je izpolnilo 169 učiteljev, intervjuvanih pa je bilo 10 učiteljev razrednega pouka. Z raziskavo smo ugotavljali, kako učitelji razrednega pouka ocenjujejo lastno profesionalno učenje in profesionalni razvoj ter ali se glede tega pojavljajo statistično pomembne razlike med učitelji z različno delovno dobo, kako učitelji ocenjujejo podporo vodstva in sodelavcev na šoli, na kateri poučujejo, ter ali se glede tega pojavljajo statistično pomembne razlike med učitelji z različno delovno dobo, kako ocenjujejo kakovost slovenskega šolstva, ali se glede tega pojavljajo statistično pomembne razlike med učitelji z različno delovno dobo ter ali se glede tega pojavljajo statistično pomembne razlike glede na njihovo oceno podpore vodstva in sodelavcev na šoli. Ugotavljali smo tudi, kaj bi bilo po mnenju učiteljev treba narediti za ohranjanje in vzdrževanje kakovosti slovenskega šolstva na ravni posameznega učitelja, posamezne šole, na ravni države in sistema šolske politike ter v procesu izobraževanja učiteljev. Ugotovili smo, da se večina učiteljev glede na postavke, oblikovane na osnovi raziskav faznih modelov profesionalnega razvoja, ocenjuje na višjih stopnjah profesionalnega razvoja. Podatki kvantitativne raziskave so pokazali, da se glede ocene lastnega profesionalnega razvoja ne pojavljajo statistično pomembne razlike med učitelji z različno delovno dobo. Na osnovi dobljenih ugotovitev lahko tudi povzamemo, da učitelji razrednega pouka glede na postavljene postavke ocenjujejo podporo vodstva in sodelavcev na šoli, na kateri poučujejo, kot dobro. Podobno ocenjujejo podporo vodstva intervjuvani učitelji. Podatki kvantitativne raziskave so pokazali, da se glede ocene podpore vodstva in sodelavcev na šoli ne pojavljajo statistično pomembne razlike med učitelji z različno delovno dobo. Največ učiteljev, ki so sodelovali v raziskavi, ocenjuje slovensko šolstvo kot srednje kakovostno. Podatki kvantitativne raziskave so pokazali, da se med učitelji z različno delovno dobo ne pojavljajo statistično pomembne razlike glede ocene slovenskega šolstva. Pokazalo se je tudi, da se učitelji z različno oceno podpore vodstva in sodelavcev na šoli statistično pomembno razlikujejo v oceni kakovosti slovenskega šolstva.

Ključne besede

profesionalni razvoj;modeli profesionalnega razvoja;dejavniki profesionalnega razvoja;podpora vodstva;podpora sodelavcev;učitelji razrednega pouka;

Podatki

Jezik: Slovenski jezik
Leto izida:
Tipologija: 2.09 - Magistrsko delo
Organizacija: UL PEF - Pedagoška fakulteta
Založnik: [M. Jasenc]
UDK: 37.011.3-051(043.2)
COBISS: 12623177 Povezava se bo odprla v novem oknu
Št. ogledov: 440
Št. prenosov: 90
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 role of leadership and colleges' support in professional development by teachers' judgment
Sekundarni povzetek: Teachers' professional development takes place throughout whole life. In today's world the teacher´s role is changing because of different things (eg the promotion of information and communication technology, working with children with special needs, etc.). Precisely because of the constantly world´s changing is important that also teacher is constantly improving and developing. In creating a comfortable context for encouraging teacher´s development, different principles of teacher´s professional development are important. Knowledge of the models and factors of the teacher's professional development is also important. Different factors influence on teachers' professional development. The factors are both internal (teacher´s subjective theories, etc.) and external (school´s climate and culture, innovation, leadership and colleagues´ support etc.). In the theoretical part of the master's thesis, we defined the concepts of profession, professionalism, professional in the context of the teaching profession, teacher´s professional development, models and principles of professional development, and factors that influence on teacher´s professional development. Furthermore we highlighted the importance of colleagues and leadership for an individual's professional development and explained the concepts of lesson and school´s quality. The empirical research was conducted in two parts. The first part was implemented in accordance with the quantitative and the second with the qualitative research paradigm. The survey included 179 classroom teachers who taught in public schools in Central Slovenia in the 2018/19 school year. The questionnaire was completed by 169 teachers and 10 classroom teachers were interviewed. The study examined how classroom teachers evaluate their own professional learning and professional development, and whether statistically significant differences occur between teachers with different working age, how teachers evaluate the support of the leadership and colleagues at school they teach, and whether there are statistically significant differences between teachers with different working age, how they evaluate the quality of Slovenian education, or are there statistically significant differences between teachers with different working age, and whether there are statistically significant differences to their assessment of the leadership and colleagues´ support at school. We also determined what, according to the teachers, should be done in order to retain and maintain the quality of Slovenian education at the level of individual teacher, individual school, at the level of the state and the system of school politics, and in the process of teachers´ education. We have found out that most teachers are rated at higher levels of professional development according to the items formulated on the basis of research on phase models of professional development. Quantitative research data showed that there are no statistically significant differences between teachers with different working age. Based on the findings, we can also summarize that the classroom teachers evaluate, according to the set items, the support of the leadership and colleagues at school they teach, as good. The interviewed teachers similarly evaluate the leadership support. Quantitative research data showed that there are no statistically significant differences between teachers with different working age in assessing the leadership and colleagues´ support. Most of the teachers who participated in the survey rated Slovenian education as medium quality. Quantitative research data showed that there are no statistically significant differences between teachers with different working age in terms of assessment of Slovenian education. It was also shown that teachers with different assessment of the leadership and colleagues’ support at school statistically significant discriminate in the assessment of the quality of Slovenian education.
Sekundarne ključne besede: teacher;učitelj;
Vrsta datoteke: application/pdf
Vrsta dela (COBISS): Magistrsko delo/naloga
Komentar na gradivo: Univ. v Ljubljani, Pedagoška fak., Poučevanje, Poučevanje na razredni stopnji
Strani: XI, 186 str.
ID: 11237532