20.500.12556/DKUM-75458 Nekateri vidiki avtoritete in avtonomije vzgojitelja Certain aspects of avthority and avtonomy of preschool teachers Osrednja tematika našega diplomskega dela je bilo preučevanje sprememb v določenih starostnih skupinah vzgojiteljic (tistih, ki so zaposlene več kot 30 let, in tistih, ki so zaposlene manj kot 5 let) na področjih avtonomije, avtoritete ter sodelovanja s starši. Ugotavljali smo torej, ali so starejše vzgojiteljice občutile spremembe po uvedbi kurikuluma, kakšne pritiske s strani formalnih predpisov občutita obe starostni skupini pri načrtovanju dejavnosti, koliko vzgojiteljice pripomorejo k strokovnemu timu oz. koliko se upoštevajo njihovi predlogi, pripombe in pritožbe. Zanimala nas je tudi razlika v občutenju stresa pri obeh starostnih skupinah. V prvem, teoretičnem delu smo se posvetili predvsem pojmovanju oz. definiranju avtoritete in avtonomije, pri čemer smo zajeli tudi njune posamezne vrste in stopnje, se poglobili v odnos med avtonomijo in odgovornostjo ter formalnimi določili. Zanimala nas je tudi preteklost tako na področju avtonomije kot na področju avtoritete ter primeri dobre prakse za obe področji. Empirični del smo posvetili analizi rezultatov raziskave. S pomočjo anketnega vprašalnika smo na vzorcu 105 vzgojiteljev in vzgojiteljic izvedli raziskavo na območju osrednje Slovenije (Kamnik, Ljubljana, Polhov Gradec, Trzin, Domžale ...) ter jih s pomočjo programa SPSS, ki je namenjen statistični obdelavi, ustrezno interpretirali. The main theme of our graduate work was to study the changes in different age groups of preschool teachers (those who have worked in this field for over 30 years and those who have been employed for less than 5 years) in the fields of autonomy, authority and cooperation with parents. We were trying to figure out if the older preschool teachers felt any changes after the introduction of the curriculum, what pressure do both age groups feel at planning the activities under the formal regulations, how do they aid to the professional team and if they are taken into account with their suggestions, comments and complaints. We were also interested in the difference how do both age groups feel the stress. In the first – theoretical part, we have mostly focused on the interpretation and defining the authority and autonomy, we have also included their different kinds and stages, researched the relationship between autonomy and responsibility and also formal regulations. We were also interested in the past in the fields of autonomy, authority and also in the examples of good practice in both fields. In the empirical part, we have focused on the analyses of the results of the survey. With help of the survey questionnaire, we have conducted a research in the region of Central Slovenia (Kamnik, Ljubljana, Polhov Gradec, Trzin, Domžale, …), where 105 preschool teachers were questioned. All the gathered data was then processed with help of SPSS software, which is intended for the statistical analyses. avtonomija avtoriteta vzgojitelji strokovni tim stres formalni predpisi kurikulum za vrtce sodelovanje s starši komunikacija. autonomy authority preschool teachers professional team stress formal regulations kindergarten curriculum cooperation with parents communication. true true false [M. Steržaj] Slovenski jezik Angleški jezik Diplomsko delo/naloga 2019-11-19 11:34:10 2020-01-13 13:23:14 2022-08-09 11:22:00 2020-01-14 03:13:29 2019 0 Maribor 0 0000-00-00 NiDoloceno NiDoloceno NiDoloceno 0000-00-00 0000-00-00 0000-00-00 37.064.1:373.2(043.2) 25040904 URN:SI:UM:DK:W0CAEXY4 VS_Sterzaj_Metka_2019.pdf VS_Sterzaj_Metka_2019.pdf 1 E69283B9F1B65ACE913191B9D0509B1C e99a0bfba7e7c3af952c3a9db86226e2aa11217e73822d2aa977e1adcd5e9061 235c17a7-7c11-11eb-bb7a-00155d0001ca 20.500.12556/dkum/b6b7389f-7879-4382-81d2-c83e6043b415 https://dk.um.si/Dokument.php?lang=slv&id=139636 Pedagoška fakulteta 0 0 0