magistrsko delo
Špela Schmid (Avtor), Milena Valenčič Zuljan (Mentor), Milena Košak Babuder (Komentor)

Povzetek

V zadnjih dveh letih smo se srečevali z marsikatero spremembo naših življenj zaradi epidemije covida-19. Vse to ni vplivalo le na kulturno, gospodarsko, tehnološko in družbeno področje, temveč je pustilo pečat tudi na področju vzgoje in izobraževanja. Zaposleni v vzgojno izobraževalnem sistemu so se soočali s številnimi izzivi, redefiniranjem pedagoških praks ter pomena in vloge izobraževanja. Spremembe, še zlasti tako globalne in radikalne, kot je zaprtje vzgojno-izobraževalnih institucij za dlje časa, vzpostavitev izobraževanja na daljavo, se odražajo tudi na definiranju vloge pedagoških delavcev, tudi specialnih in rehabilitacijskih pedagogov, prav tako pa predstavljajo pomembno spodbudo za učenje in razvoj. V teoretičnem delu opredeljujemo profesionalni razvoj pedagoških delavcev in profesionalizacijo pedagoškega poklica. Podrobno opisujemo modele profesionalnega razvoja. Predstavljamo značilnosti poklicne vloge pedagoških delavcev, njihove kompetence in načela, naštejemo in opišemo dejavnike spodbujanja profesionalnega razvoja. Prav tako predstavljamo različne raziskave profesionalnega razvoja, v katere so bili vključeni učitelji, vzgojitelji predšolskih otrok, ravnatelji ter jih povežemo s teoretičnimi spoznanji. V empiričnem delu smo raziskali, kako specialni in rehabilitacijski pedagogi v vrtcih opredeljujejo profesionalni razvoj, kako ga ocenjujejo v času epidemije covida-19, katere dejavnike izpostavljajo kot pomembne za njihov profesionalni razvoj v času epidemije covida-19, kaj je v času epidemije spodbujalo in oviralo njihov profesionalni razvoj ter s kakšnimi dilemami in izzivi so se specialni in rehabilitacijski pedagogi srečevali v času epidemije, kako so jih reševali in kako so vplivale na njihov profesionalni razvoj. Za namene raziskave smo oblikovali anketni vprašalnik, na katerega je odgovorilo 60 specialnih in rehabilitacijskih pedagogov, ki svoje delo opravljajo v vrtcih. Ugotovili smo, da opravljanje poklicnih nalog v času epidemije v večini ocenjujejo bolj stresno kot pred epidemijo. Obenem anketirani v povprečju izražajo nizko stopnjo zadovoljstva na delovnem mestu. Raziskovali smo tudi dejavnike profesionalnega razvoja. Ugotovili smo, da kot najbolj pomemben dejavnik za profesionalni razvoj specialni in rehabilitacijski pedagogi navajajo osebno angažiranost, v času epidemije covida-19 pa podporo vodstva. Ugotovili smo, da do statistično pomembnih razlik glede na delovno dobo prihaja pri oceni pomembnosti dejavnika raziskovanja pouka in seznanjenosti z izsledki raziskav. Pri oceni vpliva elementov na profesionalni razvoj prihaja do statistično pomembnih razlik glede na delovno dobo pri dejavniku povečane dostopnosti do strokovnih virov. Nadalje smo ugotovili, da večina anketiranih meni, da so bile možnosti za profesionalni razvoj v času epidemije enake kot pred epidemijo. Prav tako jih večina ocenjuje, da je vpliv izobraževanja na daljavo na njihov profesionalni razvoj tako pozitiven kot negativen. V presoji možnosti profesionalnega razvoja v času epidemije med specialnimi in rehabilitacijskimi pedagogi ne prihaja do statistično pomembnih razlik glede na delovno dobo, oceno stopnje stresa pri opravljanju poklicnih nalog ter poklicnega zadovoljstva. V času epidemije covida-19 je specialnim in rehabilitacijskim pedagogom tako pri poučevanju kot opravljanju drugih poklicnih nalog na daljavo v največji meri izziv predstavljala neodzivnost in pomanjkanje povratnih informacij staršev. Ugotovili smo tudi, da so specialni in rehabilitacijski pedagogi med epidemijo covida-19 pridobili nova znanja na področju informacijsko-komunikacijske tehnologije, hkrati pa so jim že pridobljena znanja in kompetence iz tega področja v največji meri služile pri soočanju z izzivi in dilemami v času epidemije.

Ključne besede

profesionalni razvoj;specialni in rehabilitacijski pedagogi;dodatna strokovna pomoč v vrtcih;izobraževanje na daljavo;epidemija covida-19;

Podatki

Jezik: Slovenski jezik
Leto izida:
Tipologija: 2.09 - Magistrsko delo
Organizacija: UL PEF - Pedagoška fakulteta
Založnik: [Š. Schmid]
UDK: 376(043.2)
COBISS: 157417731 Povezava se bo odprla v novem oknu
Št. ogledov: 22
Št. prenosov: 1
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: Professional development of special education and rehabilitation teachers in kindergartens during the COVID-19 epidemic
Sekundarni povzetek: In the past two years, we have experienced numerous changes in our lives due to the COVID 19 epidemic. These changes have not only affected the cultural, economic, technological, and social aspects but have also left a mark on the field of education. Professionals in the education system have faced many challenges, leading to the redefinition of pedagogical practices and the meaning and role of education. Global and radical changes such as the prolonged closure of educational institutions and the implementation of distance education have had an impact on the roles of educational workers, including special and rehabilitation pedagogues, and have served as a significant stimulus for learning and development. The theoretical part of this study focuses on defining professional development for educational staff and the professionalization of the teaching profession. It provides detailed descriptions of professional development models and explores the characteristics of teachers' professional roles, competencies, and principles. Additionally, the study examines the factors that promote professional development and presents various research studies related to professional development involving teachers, preschool educators and principals, connecting them to theoretical knowledge. In the empirical part, the study investigates how special and rehabilitation pedagogues in kindergartens define and evaluate professional development during the COVID 19 epidemic. It identifies the factors that are considered important for their professional growth during this period and examines the facilitators and barriers to professional development experienced by special and rehabilitation pedagogues. The study also explores the dilemmas and challenges faced by special and rehabilitation pedagogues during the epidemic, how they resolved them, and the impact on their professional development. The research was conducted using a questionnaire answered by 60 special and rehabilitation pedagogues working in kindergartens. The findings indicate that the majority of respondents perceive their professional duties during the epidemic as more stressful compared to the pre-epidemic period. On average, respondents expressed a low level of job satisfaction. The study also reveals the factors influencing professional development. Personal commitment is identified as the most important factor, followed by management support during the COVID-19 epidemic. Statistically significant differences were found based on the length of service when assessing the importance of factors such as engagement in teaching research and familiarity with research findings. Significant differences were also observed in terms of seniority regarding the accessibility of professional resources and their impact on professional development. Moreover, the majority of respondents believe that professional development opportunities during the epidemic remained the same as before. Additionally, most respondents rate the impact of distance education on their professional development as both positive and negative. No statistically significant differences were found among special and rehabilitation pedagogues in terms of length of service, stress levels, and professional satisfaction when assessing professional development opportunities during the COVID-19 epidemic. During the COVID-19 epidemic, the greatest challenge for special and rehabilitation pedagogues, both in teaching and performing other professional tasks, was the lack of response and feedback from parents. The study also reveals that special and rehabilitation pedagogues acquired new knowledge in the field of information and communication technology during the pandemic. Furthermore, the knowledge and skills they already possessed in this area were found to be most helpful in overcoming the challenges and dilemmas faced during the epidemic.
Sekundarne ključne besede: professional development;special and rehabilitation pedagogues;additional professional help in kindergartens;distance education;COVID-19 epidemic;Vzgoja in izobraževanje oseb s posebnimi potrebami;Univerzitetna in visokošolska dela;
Vrsta dela (COBISS): Magistrsko delo/naloga
Študijski program: 0
Konec prepovedi (OpenAIRE): 1970-01-01
Komentar na gradivo: Univ. v Ljubljani, Pedagoška fak., Specialna in rehabilitacijska pedagogika
Strani: 1 spletni vir (1 datoteka PDF (95 str.))
DOI: 20.500.12556/RUL-147334
ID: 19443929