diplomsko delo
Nina Kampuš (Avtor), Milena Valenčič Zuljan (Mentor)

Povzetek

Namen diplomskega dela je bilo raziskati, kakšno je »stanje« profesionalnega razvoja učiteljev specialnih in rehabilitacijskih pedagogov na začetku kariere, s kakšnimi težavami se učitelji specialni pedagogi srečujejo na začetku kariere, kako jih premagujejo in kako skrbijo za lasten profesionalni razvoj. V prvem delu smo opredelili vloge, naloge in kompetence specialnih pedagogov. Opredelili smo profesionalni razvoj ter predstavili različne modele profesionalnega razvoja. Nadalje smo navedli različne dejavnike profesionalnega razvoja in opisali njihov vpliv ter opredelili pojem kariere. V drugem delu smo opredelili osnovne metodološke korake in prikazali rezultate empirične raziskave. V raziskavi je sodelovalo 10 specialnih in rehabilitacijskih pedagogov, ki so na začetku kariere in 3 defektologinje, ki so že končale s svojo poklicno potjo. Podatke smo zbrali s pomočjo intervjuja in avtobiografske metode. Zanimalo nas je, kateri so razlogi specialnih in rehabilitacijskih pedagogov za izbiro študijske smeri, kakšni so vplivi dodiplomskega izobraževanja na njihov profesionalni razvoj, vpliv prakse in prvih izkušenj na njihov profesionalni razvoj ter vpliv drugih dejavnikov. Zanimalo nas je, kako poteka profesionalni razvoj učitelja specialnega in rehabilitacijskega pedagoga na začetku kariere, s kakšnimi težavami se učitelji specialni pedagogi srečujejo, kako jih premagujejo in kako skrbijo za svoj profesionalni razvoj. Želeli smo ugotoviti, kaj jih spodbuja in kaj ovira pri njihovem profesionalnem razvoju in kolikšen pomen pripisujejo profesionalnem razvoju. Raziskava je pokazala, da vse specialne in rehabilitacijske pedagoginje pri izbiri poklica povezuje želja po delu z ljudmi in otroki. Profesionalni razvoj razumejo kot nenehno osebnostno rast in pridobivanje profesionalnih znanj, pri čemer se povezujejo teorija in praksa, delo z drugimi strokovnjaki in kjer je vsak dolžen skrbeti za svoj lasten profesionalni razvoj. Večinoma se intervjuvane po študiju niso počutile dovolj usposobljene za opravljanje poklica. Bile so mnenja, da jim je študij posredoval teoretično osnovo, premalo pa je bilo praktičnih izkušenj, za kar lahko vzroke iščemo v takrat še ne prenovljenem študijskem programu. Raziskava je pokazala, da je prostovoljno delo igralo pomembno vlogo pri pridobivanju praktičnih izkušenj pri večini izprašanih. Intervjuvane so ob prvi zaposlitvi na začetku svoje kariere naletele na veliko različnih izzivov in to obdobje opisujejo kot prelomno. Pri čemer izpostavijo pozitivno klimo in dobre sodelovalne odnose kot ključne pri reševanju in premagovanju izzivov. Kot tako pa predstavijo tudi samo naravo dela, ki se povezuje z željo do dela, dobrimi sodelovalnimi odnosi, pozitivno klimo in samoevalvacijo. Vse skupaj tvorijo spodbude k profesionalnemu razvoju, ki so jih specialne pedagoginje izpostavile v intervjujih. Raziskava pa je pokazala, da so specialne pedagoginje na začetku svoje karierne poti naletele na kar nekaj ovir, ki so velikokrat vezane na nenaklonjenost vodstva šole do izobraževanj, neprimernost izobraževanj, nepripravljenost sodelavcev na sodelovanje, negativno šolsko klimo in pomanjkanje časa zaradi prevelikega dela z dokumentacijo.

Ključne besede

specialni in rehabilitacijski pedagogi;modeli profesionalnega razvoja;kariera;

Podatki

Jezik: Slovenski jezik
Leto izida:
Tipologija: 2.11 - Diplomsko delo
Organizacija: UL PEF - Pedagoška fakulteta
Založnik: [N. Kampuš]
UDK: 376-051(043.2)
COBISS: 10964809 Povezava se bo odprla v novem oknu
Št. ogledov: 1168
Št. prenosov: 174
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 teachers at the beginning of their career
Sekundarni povzetek: The purpose of the diploma thesis was to research a professional development »state« of teachers and special education and rehabilitation teachers at the beginning of their career: what were the problems they were dealing with, how they coped with them and how they attended to their personal professional development. In the first part, roles, tasks and competences of special education teachers were defined; likewise the professional development and its various models. Furthermore, we stated and described different factors of professional development and defined the term career. In the second part, we explained the basic methodological steps and showed results of the empirical survey. There were 10 special and rehabilitation teachers at the beginning of their professional career included in the survey and 3 special educators who had already concluded their professional career. The data was collected with interviews and autobiographical accounts. We aimed to find out what reasons guided the special and rehabilitation teachers for choosing their studies, how undergraduate studies, practical study work and first experience at work influenced their professional development and what influence did other factors have. Moreover, we wanted to learn what were the problems special education teachers were facing and how they overcame them and how they attended to their professional development. We aimed to discover what encouraged the teachers and what hindered their professional development and how important was professional development for them personally. The survey showed that all special and rehabilitation teachers chose their profession based on their wish to work with people and children. They understand their professional development as a continuous personal growth and professional knowledge broadening which includes theory and practical work, cooperation with other experts and personal responsibility for one's own professional development. In major part, the interviewees after graduation did not feel competent enough for their job. They stated that studies had given them theoretical base, but not practical experience – the reasons for that could be found in the old study programme from the time. The survey showed that teachers had gathered practical experience mainly through voluntary work. At the beginning of their careers, the interviewees came across a lot of different challenges and they describe this period as crucial. They point out positive atmosphere and good cooperation relationships as key factors for coping with and overcoming the problems. As such they present also the work itself that is connected with will to work, good cooperation relationships, positive atmosphere and self-evaluation; all these values being also stimulations for teacher's professional development. The survey also showed that at the beginning of their career, special education teachers had to face several obstacles, often connected to: the school management not being open to further educational courses and trainings, inappropriate courses, colleagues' unwillingness to cooperate, negative atmosphere in the school and lack of time due to excessive bureaucracy work.
Sekundarne ključne besede: special school teacher;career development;specialni pedagog;poklicni razvoj;
Vrsta datoteke: application/pdf
Vrsta dela (COBISS): Diplomsko delo
Komentar na gradivo: Univ. v Ljubljani, Pedagoška fak., Specialna in rehabilitacijska pedagogika
Strani: VIII, 120 str., [4] str. pril.
ID: 9134118