magistrsko delo
Sara Marolt (Avtor), Milena Valenčič Zuljan (Mentor), Milena Košak Babuder (Komentor)

Povzetek

Skozi življenje se nenehno učimo in usvajamo nova znanja. Nova znanja lahko pridobimo s formalno izobrazbo ali neformalno z lastnim raziskovanjem in učenjem. Spremembe in nova odkritja na različnih področjih človekovega delovanja pomenijo, da priložnosti za usvajanje novega znanja ne primanjkuje – ravno obratno, možnosti za nadgrajevanje že usvojenega in pridobivanje novega se povečujejo. Z novimi tehnološkimi napredki in družbenimi spremembami današnji čas zahteva izvirnost in prilagodljivost vzgojiteljev ter njihov nenehni profesionalni razvoj, ki vključuje tudi dodatno izobraževanje. Po končanem študiju je dodatno izobraževanje zelo pomembno, saj omogoča, da vzgojitelji nadgrajujejo že usvojena znanja in veščine. Povečevanje števila otrok s posebnimi potrebami v rednih programih vzgoje in izobraževanja pomeni, da morajo imeti vzgojitelji znanja, veščine in strategije za uspešno in kakovostno delo v inkluzivnih skupinah. V naši raziskavi nas je zanimalo, kakšno je mnenje vzgojiteljev o lastni kompetentnosti za delo z otroki s posebnimi potrebami. Ali imajo po njihovem mnenju dovolj znanja in veščin za kakovostno delo in kateri dejavniki vplivajo na njihovo delo? Zanimala nas je možnost njihovega nadaljnjega izobraževanja na področju dela z otroki s posebnimi potrebami in možnost njihovega sodelovanja s specialnim in rehabilitacijskim pedagogom. Ugotovili smo, da se tako slovenski kot nemški vzgojitelji pogosto srečujejo z različnimi skupinami otrok s posebnimi potrebami in svojo kompetentnost za delo z njimi ocenjujejo kot povprečno. Vzgojitelji se zavedajo, da potrebujejo več znanja s področja posebnih potreb, prav tako potrebujejo več podpore in možnosti za sodelovanje s specialnim in rehabilitacijskim pedagogom ter drugimi strokovnjaki. Rezultati v obeh državah so pokazali, da skoraj 40 % vzgojiteljev navaja, da nimajo možnosti nadaljnjega izobraževanja s področja dela z otroki s posebnimi potrebami, čeprav bi si tega želeli, in le 30 % se jih udeleži vsaj enega dodatnega izobraževanja letno.

Ključne besede

profesionalni razvoj;dodatno izobraževanje;timsko delo;specialni in rehabilitacijski pedagogi;otroci s posebnimi potrebami,;

Podatki

Jezik: Slovenski jezik
Leto izida:
Tipologija: 2.09 - Magistrsko delo
Organizacija: UL PEF - Pedagoška fakulteta
Založnik: [S. Marolt]
UDK: 373.2.011.3-051(043.2)
COBISS: 52766211 Povezava se bo odprla v novem oknu
Št. ogledov: 232
Št. prenosov: 28
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: Evaluation of Slovenian and German pre-school teachers of their own qualifications for work with special needs children
Sekundarni povzetek: Throughout our life we learn and gain new knowledge. We can learn through formal education or through an informal way where we discover through our own research. Changes and new developments on different scientific areas allow us to always have something new to learn about. With new technological developments and cultural changes we as teachers have to always update and adapt, we have to be resourceful. Changes influence our professional development and the need to further educate. After the completion of a formal education it is very important to further advance your skills. This enables teachers to further develop things they have already learned and have experience with. In the recent years there has been an increase in inclusion of children with special needs in regular educational programs. This means educators have to have the knowledge about methods, skills and strategies for quality work with children that have special needs. In our research we were interested in what do preschool teachers think about their own competence to work with children with special needs. Do they have enough knowledge and skills for quality work, and which factors influence on their work? We were interested in the option of further additional education in the field of special needs and the possibility to cooperate with a special educational professional. The r esults o f o ur r esearch t ell u s t hat Slovenian and German preschool teachers have the experience of having children with special needsin their classrooms. They graded their competence as average. Slovenian and German preschool teachers know that they need more knowledge about how to work with special needs children, they also need support and the right guidance from special needs educators. The results of our research show that almost 40 % of all questioned educator form both countries, do not have the possibility to further develop their knowledge on the topic. Only 30 % of all questioned educators from both countries said they partake in one additional formal lecture per year on the topic of special needs education.
Sekundarne ključne besede: trainer;further training;backward child;vzgojitelj;nadaljnje usposabljanje;otrok s posebnimi potrebami;
Vrsta datoteke: application/pdf
Vrsta dela (COBISS): Magistrsko delo/naloga
Komentar na gradivo: Univ. v Ljubljani, Pedagoška fak., Specialna in rehabilitacijska pedagogika
Strani: XII, 158 str.
ID: 12588738