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Title:PROFESIONALNI RAZVOJ UČITELJEV RAZREDNEGA POUKA
Authors:ID Ivajnšič, Anja (Author)
ID Ivanuš Grmek, Milena (Mentor) More about this mentor... New window
Files:.pdf UNI_Ivajnsic_Anja_2009.pdf (923,40 KB)
MD5: B8AD1B9D6ED744543CCB96C5F588AB86
PID: 20.500.12556/dkum/4bd795fb-446a-491a-9b22-1cdf236ac72d
 
Language:Slovenian
Work type:Undergraduate thesis
Organization:PEF - Faculty of Education
Abstract:POVZETEK Diplomsko delo z naslovom Profesionalni razvoj učiteljev razrednega pouka opredeljuje profesionalni razvoj učiteljev, njegove bistvene značilnosti, faze in modele ter dejavnike, ki vplivajo nanj. V empiričnem delu smo ugotovili, v kolikšni meri so učitelji razrednega pouka procesno orientirani v svojih pojmovanjih pri lastnem učenju, in sicer glede regulacije učenja, znanja, skupinskega učenja, sposobnosti in tolerance do negotovosti. Prav tako smo proučili, kakšna sta njihov pogled in odnos do stalnega strokovnega spopolnjevanja. Pri tem so nas zanimale razlike med učitelji s končano pedagoško fakulteto in pedagoško akademijo ter učitelji z različnim številom let poučevanja (0-10 let, 11-20 let, več kot 20 let poučevanja). Uporabljena je bila deskriptivno in kavzalno-neeksperimentalna metoda empiričnega raziskovanja. Podatki so bili zbrani s pomočjo anketnih vprašalnikov. Ugotovili smo, da med učitelji z različno zaključeno fakulteto/akademijo in med učitelji z različnim številom let poučevanja v pojmovanjih lastnega učenja ni bistvenih razlik. Večini učiteljev so bližja procesno orientirana pojmovanja in ne tradicionalna. V odnosu do stalnega strokovnega spopolnjevanja prav tako ni bistvenih razlik, statistično značilna razlika se kaže le v vzrokih za neudeležbo na programih stalnega strokovnega spopolnjevanja. Tako smo interpretirali rezultate glede na celoten vzorec. Učitelji se med različnimi oblikami vseživljenjskega učenja najpogosteje udeležujejo programov stalnega strokovnega spopolnjevanja, nad katerimi so se jim pričakovanja le delno uresničila. Obiskujejo jih pogosto in večinoma zaradi seznanitve z novostmi. Uporabnost programov spopolnjevanja v praksi je velika, še več dodatnega spopolnjevanja pa si učitelji želijo na področjih integracije otrok s posebnimi potrebami.
Keywords:Ključne besede: profesionalni razvoj učiteljev razrednega pouka, značilnosti profesionalnega razvoja, faze in modeli profesionalnega razvoja, dejavniki profesionalnega razvoja, učiteljeva pojmovanja in prepričanja, stalno strokovno spopolnjevanje.
Place of publishing:Maribor
Publisher:[A. Ivajnšič]
Year of publishing:2009
PID:20.500.12556/DKUM-10761 New window
UDC:37(043.2)
COBISS.SI-ID:16981256 New window
NUK URN:URN:SI:UM:DK:5XXGT260
Publication date in DKUM:06.07.2009
Views:4929
Downloads:972
Metadata:XML DC-XML DC-RDF
Categories:PEF
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Secondary language

Language:English
Title:PROFESSIONAL DEVELOPMENT OF CLASS CURRICULUM TEACHERS
Abstract:ABSTRACT Diploma with the title “Professional development of class curriculum teachers” discuses the professional development of teachers, their basic traits, phases, models and effects which influence them. In the empirical part we have detected in what degree are teachers process-oriented in their own perceptions of learning. These are perceptions about regulation of learning, knowledge, group learning, abilities and tolerance toward the insecurity. We have also established how they view and relate to constant professional training. We were interested about differences among faculty of education teachers and academy of education teachers and teachers with different levels of experience (0-10 years, 11-20 years and more than 20 years). Descriptive and causal non-experimental methods of empirical pedagogical research was used. Collecting data was gathered via questionnaires. We have discovered that there are no major differences in perceptions of self learning between teachers with different level of education and years of experience. The majority of teachers are more process-oriented than traditional-oriented in their perceptions. There are also no differences in their relations toward the constant professional training. Statistical difference is shown only through non-attendance in constant professional training seminars. That is how we have interpreted the results onto the entire statistical sample. Teachers most often decide for constant professional training among different ways of lifelong learning. Their expectations towards them are only partly met. They attend those seminars often to get familiar with novelties. Practical usefulness of these constant professional training seminars is great. Teachers would want more of such trainings in fields of integration of children with special needs.
Keywords:Key words: professional development of class curriculum teachers, traits of professional development, phases and models of professional development, effects of professional development, teachers perceptions and believes, constant professional training.


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