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Title:DIDAKTIČNO USPOSABLJANJE VISOKOŠOLSKIH UČITELJEV IN SODELAVCEV Z VIDIKA RAZVOJA ČLOVEŠKIH VIROV V VISOKEM ŠOLSTVU
Authors:ID Aškerc, Katarina (Author)
ID Treven, Sonja (Mentor) More about this mentor... New window
Files:.pdf MAG_Askerc_Katarina_2013.pdf (1,19 MB)
MD5: 68AF796619A7C626E0409165F5ED7ED9
 
Language:Slovenian
Work type:Master's thesis/paper
Typology:2.09 - Master's Thesis
Organization:EPF - Faculty of Business and Economics
Abstract:V magistrski nalogi obravnavamo razvoj človeških virov v visokem šolstvu s poudarkom na didaktičnem usposabljanju visokošolskih učiteljev. Poslanstvo slednjih vključuje tako znanstveno-raziskovalno kot tudi pedagoško delovanje, katerega pomemben del je didaktična usposobljenost posameznika. V teoretičnem delu najprej opredelimo razvoj človeških virov v splošnem smislu, cilje, pristope in metode razvoja zaposlenih, koncept učenja, izobraževanja in usposabljanja zaposlenih ter njihov osebni razvoj. V nadaljevanju podrobneje predstavimo pojma izobraževanje in usposabljanje človeških virov, cilje, oblike in metode le-teh, proces usposabljanja ipd. Zaradi osredotočenosti na visokošolsko področje v ločenem poglavju izpostavimo pomen razvoja človeških virov v visokem šolstvu, njihov karierni, strokovni in osebni razvoj, razvoj v kontekstu raziskovalne in pedagoške aktivnosti v visokem šolstvu ipd. V petem poglavju tako na mednarodni kot tudi nacionalni ravni predstavimo pedagoško usposabljanje visokošolskih učiteljev, opredelimo pomen, modele, oblike in pristope pedagoškega usposabljanja ter razvoj pedagoških kompetenc visokošolskega učitelja. V tem kontekstu so predstavljeni dejavnosti poučevanja in učenja ter ukrepi in spodbude razvoja in izboljšanja pedagoškega usposabljanja visokošolskih učiteljev. Ugotavljamo, da so v nekaterih državah prisotni jasni kriteriji usposabljanja visokošolskih učiteljev, medtem ko gre v drugih pogosto za domnevo, da so strokovnjaki določenega znanstveno-raziskovalnega področja sposobni tudi poučevanja tega področja. Na nacionalni in mednarodni ravni lahko na osnovi preučenih virov in literature ter opravljene raziskave trdimo, da je raziskovalni aktivnosti visokošolskega učitelja navadno namenjena vodilna vloga, medtem ko se pedagoški aktivnosti daje manjši pomen. V empiričnem delu magistrske naloge predstavimo raziskavo o didaktičnem usposabljanju visokošolskih učiteljev in sodelavcev v Sloveniji. Ugotovljeno je bilo, da področje delovanja visokošolskih učiteljev in sodelavcev vpliva na način njihove (ne)vključenosti v pedagoško-andragoška izobraževanja in/ali usposabljanja. Čeprav nacionalna visokošolska zakonodaja zahteva opravljeno preizkusno predavanje visokošolskih učiteljev (kot del didaktične usposobljenosti), je bilo z raziskavo ugotovljeno, da slednjega nimajo opravljenega vsi visokošolski učitelji. Z raziskavo smo preverili, ali in kako stopnja in vrsta študijskega programa (visokošolski strokovni, univerzitetni in magistrski študijski program) vplivata na to, kakšen pomen visokošolski učitelji in sodelavci pripisujejo različnim aktivnostim visokošolskih učiteljev in sodelavcev na teh študijskih programih. Delno lahko potrdimo, da je (ne)vključenost visokošolskih učiteljev in sodelavcev v različne vrste pedagoško-andragoškega izobraževanja in/ali usposabljanja povezana z njihovim pripisovanjem pomena didaktičnemu usposabljanju. Na osnovi v teoretičnem in empiričnem delu pridobljenih ugotovitev in zaključkov v sklepnem delu magistrske naloge podamo možne predloge sprememb in izboljšav na področju didaktičnega usposabljanja visokošolskih učiteljev in sodelavcev.
Keywords:didaktično usposabljanje visokošolskih učiteljev in sodelavcev, razvoj človeških virov v visokem šolstvu, raziskovalna in pedagoška aktivnost v visokem šolstvu, pedagoške kompetence visokošolskega učitelja
Place of publishing:Maribor
Publisher:[K. Aškerc]
Year of publishing:2013
PID:20.500.12556/DKUM-42314 New window
UDC:331.108
COBISS.SI-ID:11510300 New window
NUK URN:URN:SI:UM:DK:Q0KYXFOU
Publication date in DKUM:16.10.2013
Views:2939
Downloads:351
Metadata:XML DC-XML DC-RDF
Categories:EPF
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Secondary language

Language:English
Title:PEDAGOGICAL TRAINING OF HIGHER EDUCATION TEACHING STAFF IN TERMS OF HUMAN RESOURCE DEVELOPMENT IN HIGHER EDUCATION
Abstract:In the master’s thesis, we discuss the development of human resources in higher education with an emphasis on the pedagogical training of higher-education teachers. The mission of the latter includes both the scientific research and the pedagogical activity, an important part of which is the pedagogical qualification of an individual. In the theoretical part, we first define the development of human resources in general sense, the objectives, the approaches and methods of the development of employees, the concept of teaching, education and training of employees and their personal development. Then, we present in detail the notions of education and training of human resources, the objectives, the forms and their methods, the training process, and similar. Due to the focus to the field of higher education, we point out the importance of the development of human resources in higher education in a separate chapter, along with their career, professional and personal development, the development in the context of research and pedagogical activity in higher education, and similar. In the fifth chapter, we present the pedagogical training of higher education teachers both on international and national level, and define the importance, models, forms and approaches of pedagogical trainings and the development of pedagogical competencies of a higher education teacher. Thus, the activities of training and teaching as well as the measures and incentives for development and improvement of pedagogical training of higher education teachers are presented in this context. We have established that in some countries there are clear criteria for training higher education teachers, while in others there is a common assumption that the professionals from a certain scientific research field are also able to teach this field. On the national and international level, based on the studied resources and literature as well as the conducted research, we may state that the research activity of a higher education teacher is usually given the lead role, while a lesser importance is given to the pedagogical activity. In the empirical part of the master’s thesis, we present a research on pedagogical training of higher education teachers and associates in Slovenia. It has been established that the field of activity of higher education teachers and associates affects the manner of their (non-)inclusion in the pedagogical and andragogical education and/or training courses. Although the national higher education laws require the higher education teachers to give a presentation lecture (as part of pedagogical qualification), it has been established through the research that the latter has not been given by all the higher education teachers. Through the research, we have verified whether and how the level and type of study programme (professional, academic and master’s study programme) affect the importance that the higher education teachers attribute to various activities of higher education teachers and associates on these study programmes. We may partially confirm that the (non-)inclusion of higher education teachers and associates in various types of pedagogical and andragogical education and/or training is connected to their attribution of importance to pedagogical training. Based on the findings and conclusions obtained in the theoretical and empirical parts, in the final part of the master’s thesis, we present the possible proposals for changes and improvements in the field of pedagogical training of higher education teachers and associates.
Keywords:pedagogical training of higher education teachers and associates, development of human resources in higher education, research and pedagogical activity in higher education, pedagogical competencies of a higher education teacher


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