20.500.12556/DKUM-38949 PROFESIONALNI RAZVOJ ŠTUDENTOV PEDAGOGIKE PROFESSIONAL DEVELOPMENT OF STUDENTS OF PEDAGOGY Profesionalni razvoj pedagogov in učiteljev je vseživljenjski proces, ki se začne na začetku študijske poti in poteka vse do upokojitve ter vključuje nenehno učenje na poklicni poti. V teoretičnem delu diplomske naloge bomo s pomočjo strokovne literature predstavili značilnosti profesionalnega razvoja pedagogov. Zanimale nas bodo razlike modelov profesionalnega razvoja pedagogov, osredotočili se bomo na načela profesionalnega razvoja in raziskali dejavnike, ki najbolj vplivajo na profesionalni razvoj. Metode, ki smo jih uporabili v teoretičnem delu so: komparativna metoda, metoda analize in sinteze, metoda generalizacije in specializacije. V empiričnem delu bomo predstavili rezultate, ki so bili pridobljeni s pomočjo anketnega vprašalnika (vzorec študentov pedagogike). Rezultati so pokazali, kateri so najpogostejši razlogi za študij pedagogike ter ugotovitve, ali se študenti preko študija dovolj profesionalno razvijajo. Metodi uporabljeni v empiričnem delu sta deskriptivna in kavzalno neeksperimentalna. The professional development of pedagogues and teachers is a lifelong process. It starts at the beginning of the study and lasts until the retirement. It includes constant learning throughout the professional career. In the theoretical part of our thesis we will, with the help of professional literature, present characteristics of the professional development of pedagogues. We will be interested in differences between the models of the professional development of pedagogues, we will be focused on the principles of the professional development, and explore the factors that most influence the professional development. Methods that we used in the theoretical part are: the comparative method, the method of analysis and synthesis, the method of generalisation and specialisation. In the empirical part, we presented the results that were gathered with the help of a questionnaire (sample of students of pedagogy). The results showed the most frequent reasons for studying pedagogy, and also findings about students’ sufficient professional development during the study. The used methods in the empirical part are the descriptive method and causal-non-experimental method. pedagogika profesionalni razvoj pojmovanje profesionalnega razvoja kompetence učitelja modeli učiteljevega profesionalnega razvoja načela učiteljevega profesionalnega razvoja dejavniki profesionalnega razvoja profesionalno učenje pedagogy professional development conception of professional development teacher’s competences models of teacher’s professional development principles of teacher’s professional development factors of professional development professional learning true true false [S. Čepe] Slovenski jezik Angleški jezik Diplomsko delo 2012-11-11 21:30:38 2012-12-18 13:43:00 2022-05-04 13:52:39 2021-04-20 03:33:58 2012 0 Maribor 0 0000-00-00 NiDoloceno NiDoloceno NiDoloceno 0000-00-00 0000-00-00 0000-00-00 37(043.2) 19566600 URN:SI:UM:DK:P49TOEDR UNI_Cepe_Sandra_2012.pdf UNI_Cepe_Sandra_2012.pdf 1 687E4ADFF1DEB547D2F760C7FC8B3B34 6894ef1a336efc1d67fc602cf3c4939998525346e8a973881db7edacb7cbb7ea 98e08c4a-7c08-11eb-bb7a-00155d0001ca 20.500.12556/dkum/392de97f-c643-45a6-bb07-116e57b365d6 https://dk.um.si/Dokument.php?lang=slv&id=52353 Filozofska fakulteta 0 0 0