Značilnosti praktičnega pedagoškega usposabljanja študentov predšolske vzgoje pri predmetu tehnična vzgoja v vrtcu

diplomsko delo

Sara Bitenc (Avtor), Stanislav Avsec (Mentor)

Povzetek

Namen diplomskega dela je analizirati in ugotoviti značilnosti praktičnega pedagoškega usposabljanja študentov predšolske vzgoje pri predmetu tehnična vzgoja v vrtcu. Pri praktičnem usposabljanju študentje spoznavajo delovno okolje, praktično delo in organizacijo dela. Razvijajo svoje spretnosti in usvajajo znanja, ki osmislijo njihovo izobraževanje in poglobijo zaupanje v kompetence, ki so potrebne za opravljanje poklica vzgojitelj predšolskih otrok. V uvodnem delu so predstavljeni opredelitev področja, namen, cilji, raziskovalna vprašanja in metodologija dela. Osrednji del se nanaša na tehnično vzgojo v predšolskem obdobju in umeščenost ciljev v kurikulum. Predstavimo pomen praktičnega pedagoškega usposabljanja, kompetence vzgojitelja ter metode in oblike dela, ki se uporabljajo pri pedagoškem delu, in predmet tehnična vzgoja. V empiričnem delu so predstavljeni rezultati anketnega vprašalnika, ki so ga izpolnili študentje, ki so hospitirali nastope pri tehnični vzgoji. Iz podanih odgovorov smo prišli do ugotovitve, da je odnos študentov in metodičen potek dejavnosti na danih hospitacijah nadpovprečen. Študentje otroke spodbujajo k razmišljanju, ugotavljajo predznanje otrok in temu prilagodijo pedagoško delo. Motivirajo otroke, odzivajo se na pobude otrok, pedagoški proces vodijo sistematično in komunicirajo z vsemi otroki. V raziskavi smo zaznali statistično pomembne razlike v odnosu študentov do otrok glede na starostne skupine. Boljši odnos študentov do otrok je bil v starostnih skupinah 4–5 in 5–6 let kot v starostni skupini 3–4 let. Študentje so pri načrtovanju dejavnosti največkrat uporabili frontalno obliko dela, skupinsko obliko dela in individualno obliko dela. Metoda praktičnega dela je bila v povprečju najbolj pogosto uporabljena. Iz podanih odgovorov smo prišli do ugotovitve, da so sposobnosti študentov močno nadpovprečne, ko gre za vodenje dejavnosti, saj je vodenje smiselno in otrokom razumljivo. Izvedene dejavnosti je pohvalilo 91 % študentov. Pohvalili so doživetost nastopanja, dobro pripravljeno pripravo in izvedeno dejavnost, sodelovanje med študenti, upoštevanje želja in idej otrok, spodbujanje samostojnosti in veliko mero ustvarjalnosti študentov. Praktično usposabljanje in naučena teorija sta osnovni sestavini pedagoškega procesa in osnova za pridobivanje ustreznih kompetenc bodočih vzgojiteljev.

Ključne besede

kompetence vzgojitelja;metode in oblike dela;

Podatki

Jezik:	Slovenski jezik
Leto izida:	2022
Tipologija:	2.11 - Diplomsko delo
Organizacija:	UL PEF - Pedagoška fakulteta
Založnik:	[S. Bitenc]
UDK:	373.2:378(043.2)
COBISS:	115473411
Št. ogledov:	2
Št. prenosov:	1
Ocena:	0 (0 glasov)
Metapodatki:

Ostali podatki

Sekundarni jezik:	Angleški jezik
Sekundarni naslov:	Characteristics of Practical Training of Preschool Education Students in Preschool Technical Education
Sekundarni povzetek:	The aim of this thesis is to analyse and determine the characteristics of practical training of prospective educators in technical education. During the practical training/internship, students learn about the work environment, practical work, and work organisation. They also develop skills and acquire knowledge that give deeper meaning to their education and begin to have confidence in their competencies required to work as preschool teachers. The introduction presents the scope, aim, objectives, research questions, and methodology. The main body addresses technical education in the preschool years and the role of specific objectives in the curriculum. It also presents the importance of practical training, the competencies of preschool teachers, and the teaching methods used in the work of preschool teachers and in technical education. In the empirical section, we present the results of a survey filled out by students who participated as job shaders in technical education classes. Based on the responses received, we were able to determine that student perceptions and the methodical flow of activities in these classes are above average. The students encourage the children to think, identify their prior knowledge, and adjust their work accordingly. They motivate the children, respond to their requests, systematically guide the educational process, and communicate with all children. In the research, statistically significant differences were found in the students' relationship with the children in relation to the age of the children. Students built better relationships with children ages 4-5 and 5-6 than with children ages 3-4. In planning their work, students most often used the frontal teaching method, group work, and individual work. On average, the most frequently used method was hands-on work. Based on the responses received, we found that students' skills were above average when it came to leading an activity, as they did so in a way that was meaningful and understandable to children. 91% of the students were satisfied with the way the activities were conducted. They particularly praised the liveliness of the performances, the good preparation and execution of the activities, the cooperation between the students, their efforts to take into account the children's wishes and ideas, and to encourage their independence as well as their great creativity. The practical training and the acquired theoretical knowledge are two fundamental components of the educational process and a basis for the acquisition of appropriate competences by future preschool teachers.
Sekundarne ključne besede:	Predšolska vzgoja;Tehnika;Študenti;Univerzitetna in visokošolska dela;
Vrsta datoteke:	application/pdf
Vrsta dela (COBISS):	Diplomsko delo/naloga
Komentar na gradivo:	Univ. v Ljubljani, Pedagoška fak., Predšolska vzgoja
Strani:	VII, 66, IV str.
ID:	15915157