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Title:Profesionalni razvoj vzgojiteljev predšolskih otrok
Authors:ID Hmelak, Maja (Author)
ID Lepičnik-Vodopivec, Jurka (Mentor) More about this mentor... New window
ID Pšunder, Majda (Comentor)
Files:.pdf DR_Hmelak_Maja_2012.pdf (729,09 KB)
MD5: E5A8FFD35FB4205140D0DB18A9E17991
PID: 20.500.12556/dkum/ceab1a63-e71d-4142-9121-c441a074f082
 
Language:Slovenian
Work type:Dissertation
Typology:2.08 - Doctoral Dissertation
Organization:FF - Faculty of Arts
Abstract:Postmoderna družba je družba nenehnih sprememb (kulturnih, političnih, družbenih), ki zahtevajo prilagajanje le-tem tako s strani posameznikov kot organizacij, pri čemer prihaja do spreminjanja vlog in nalog ter pogledov na vzgojitelja kot osebo, strokovnjaka in uslužbenca kot tudi na njegovo delo in odnos do otrok. Vse to od vzgojitelja in tudi od vrtca kot organizacije zahteva prilagoditve in spremembe glede večje avtonomnosti in profesionalizacije, pri čemer se vedno pogosteje poudarja pomen vzgojiteljeve profesionalne rasti. Tukaj se združujeta in prepletata notranja komponenta (njegov osebni interes, motivacija in osebni oz. osebnostni razvoj) in zunanja (napredovanja, delovni pogoji, plačila, ugled) komponenta. V doktorski disertaciji smo preučevali problem profesionalnega razvoja vzgojiteljev. V prvem delu smo predstavili teoretična izhodišča, pri čemer smo soočili razmišljanja različnih avtorjev ter podali odgovore na vprašanja o vzgojiteljevem profesionalnem razvoju. Ob tem smo posegli tako na strokovno izobraževanje kot osebnostno rast vzgojitelja, razložili pomen in oblike obeh segmentov profesionalnega razvoja, povedali, kakšni so vplivi na slednjega in zakaj je pomemben za vzgojitelje predšolskih otrok. Razložili smo, kako poteka izobraževanje vzgojiteljev in podrobno predstavili poklic vzgojitelja, pri čemer smo še posebej izpostavili razloge za izbiro vzgojiteljskega poklica kot tudi delovno obveznost vzgojiteljev predšolskih otrok. V drugem delu predstavljamo izide empirične raziskave in interpretacijo le-teh. Osredotočili smo se na štiri področja, in sicer motivacijo ob izbiri študija, osebnostne lastnosti, strokovno znanje in delo ter zadovoljstvo in pričakovanja. S tem smo posegli na področje vzgojiteljeve osebnostne, poklicne in socialne dimenzije, s katero po ugotovitvah Vontove (2005) dosegamo uravnoteženost v uresničevanju vseh dimenzij profesionalnosti, in s tem višjo kakovost dela ter zadovoljstva pri delu. Metodološko smo se odločili za kvantitativne raziskovalne postopke, kjer smo uporabili anketni vprašalnik za vzgojitelje in anketni vprašalnik za študente predšolske vzgoje. Raziskavo smo izvedli med slovenskimi in hrvaškimi študenti in vzgojitelji predšolske vzgoje. Glavne ugotovitve raziskave so: a) Glede motivacije ob izbiri študija smo ugotovili, da so se anketiranci za študij predšolske vzgoje, in s tem poklica vzgojitelja predšolskih otrok, odločili predvsem zaradi samouresničitvenih in altruističnih razlogov ter da so s svojo odločitvijo zelo zadovoljni. Ti razlogi predstavljajo notranje dejavnike, osebni interes, ljubezen do otrok in poklica, predvsem pa iskreno, osebno željo po delu in vzgoji s predšolskimi otroci. b) Glede osebnostnih lastnosti smo ugotovili, da anketiranci premorejo vse za vzgojitelja potrebne lastnosti, ki smo jih na splošno razdelili na dve podpodročji, in sicer odnos do sebe in odnos do otrok. c) Glede strokovnega znanja in dela smo ugotovili, da se anketirancem zdi najpomembneje pridobiti predvsem pedagoško-psihološka znanja in znanja s posameznih področij kot tudi sposobnost komuniciranja z otroki in njihovimi starši. Na začetku svoje poklicne poti pričakujejo in zaznavajo nekaj težav, ki pa so pogosto posledica predvsem 'začetniške treme'. Najbolj močne in samozavestne se počutijo na področju neposrednega dela z otroci. d) Glede zadovoljstva in pričakovanj smo ugotovili, da na vzgojiteljevo zadovoljstvo najbolj vplivata zadovoljstvo otrok in staršev. Ker se zavedajo pomembnosti dopolnjevanja in nadgradnje svojega znanja in izkušenj, pa tekom kariere pričakujejo predvsem, da se bodo lahko udeleževali strokovnih izpopolnjevanj. Na podlagi vsega lahko strnemo, da se anketiranci zelo zavedajo kompleksnosti profesionalnega razvoja, ki zajema tako strokovno podkovanost kot osebnostno zrelost posameznika, kot tudi prilagodljivosti in nenehne nadgradnje že usvojenega in pridobljenega znanja in pogledov vsakokratnim družbenim spremembam
Keywords:profesionalni razvoj, vzgojitelj, motivi, strokovno delo in znanje, osebnostni razvoj, zadovoljstvo in pričakovanja, predšolski otrok
Place of publishing:[Maribor
Publisher:M. Hmelak]
Year of publishing:2012
PID:20.500.12556/DKUM-31286 New window
UDC:37.013:373.2(043.3)
COBISS.SI-ID:19653640 New window
NUK URN:URN:SI:UM:DK:WZCDMYZW
Publication date in DKUM:01.03.2013
Views:8823
Downloads:3046
Metadata:XML DC-XML DC-RDF
Categories:FF
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Secondary language

Language:English
Title:PROFESSIONAL DEVELOPMENT OF PRESCHOOL TEACHERS
Abstract:The post-modern society is a society of constant change (cultural, political, social), which requires constant adaptation of both individuals and organisations, which in turn leads to changes in roles and tasks and the perception of the preschool teacher as a person, professional and employee, as well as of his work and relationship with children. All this forces preschool teachers and kindergartens to adapt and change toward increased autonomy and professionalization with the increasing importance and emphasis of preschool teacher’s personal growth. This is the point where the internal (preschool teacher’s personal interests, motivation and personal development) and the external (promotions, work conditions, pay, reputation) components meet and intertwine. In the dissertation we studied the problem of preschool teacher professional development. In the first part we set theoretical starting points, whereby we confronted the ideas of different authors and provided answers to questions about preschool teachers’ professional development. Furthermore, we touched upon both professional education as well as preschool teachers’ personal growth, we explained the importance and forms of both segments of professional development, we listed the effects of the latter one and made it clear, why it is so important for preschool teachers. We explained how preschool teacher education works and we presented their profession in detail, where we particularly emphasized the reasons for choosing the preschool teacher profession as well as the workload of preschool teachers. In the second part, we present the results of the empirical study and their interpretation. We focused on four areas: the motivation for choosing the studies, personal characteristics, professional skills and satisfaction and expectations. This way we also touched upon preschool teachers’ personal, professional and social dimension, which, based on findings by Vonta (2005), is used to achieve a balance in implementing all dimensions of professionalism and achieving a higher quality of work and satisfaction at work. Methodologically we chose quantitative research procedures, where we used a questionnaire for preschool teachers and a different questionnaire for students of preschool studies. The study was carried out on a sample of Slovene and Croatian students and preschool teachers. The main findings of the study are: a) pertaining to motivation for choosing the studies we found that respondents chose the preschool education studies and the preschool teacher profession primarily based on self-actualization and altruistic reasons and that they are highly satisfied with their choice. The reasons include internal factors, personal interest, love of children and the profession and, above all, an honest personal desire for work with preschool children; b) pertaining to personal characteristics we found that respondents meet all the criteria required for preschool teachers, and we categorized these criteria into two sub-categories, i.e. attitude toward oneself and attitude toward children; c) pertaining to professional skills and work we found that the priority for respondents is to acquire pedagogic and psychological skills in individual fields as well as the ability to communicate with children and their parents. At the start of their career they expect and perceive certain problems, which are, however, often the consequence of “beginner’s anxiety”. They feel the strongest and most confident in regard to direct work with children; d) pertaining to satisfaction and expectations we found that their satisfaction is influenced the most by the satisfaction of children and parents. Since they are aware of the importance of expanding and improving their skill set and experience, they expect to participate in professional training events during their career. To sum up, the respondents are well aware of the complexities of professional development, which includes professional skills, individual personal maturity,
Keywords:professional development, preschool teachers, motives, professional work and knowledge, personal development, satisfaction and expectations, preschool child


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