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Title:VLOGA IN MOČ RAVNATELJA V PROCESU UVAJANJA NOVOSTI - SISTEMATIČNO PRIPRAVLJENEGA INTERNEGA IZOBRAŽEVANJA IN IZPOPOLNJEVANJA ZA STROKOVNE DELAVCE V JAVNI OSNOVNI ŠOLI
Authors:ID Zadravec, Jana (Author)
ID Treven, Sonja (Mentor) More about this mentor... New window
ID Pisnik, Aleksandra (Comentor)
Files:.pdf MAG_Zadravec_Jana_2016.pdf (1,49 MB)
MD5: F91538C3CD05A1EFA5778049403C19D0
 
Language:Slovenian
Work type:Master's thesis
Typology:2.09 - Master's Thesis
Organization:EPF - Faculty of Business and Economics
Abstract:Slovenska javna osnovna šola je zadnjo veliko spremembo doživela z uvedbo devetletne osnovne šole, ki jo je pričela uvajati v šolskem letu 1999/2000. Poleg ostalih, vstopajo v javno osnovno šolo tudi učenci s posebnimi potrebami, med katere štejemo učence z najrazličnejšimi boleznimi in motnjami, pa tudi nadarjene ter dvojno izjemne učence. Vsi ti v procesu vzgoje in izobraževanja, ob učiteljih in vzgojiteljih, potrebujejo pomoč strokovnjakov, ki jim nudijo dodatno socialno, čustveno in izobraževalno podporo. Z njimi tako delajo specialni in socialni pedagogi, defektologi, psihologi, logopedi in drugi. Vsi omenjeni strokovni delavci, pa tudi učitelji in vzgojitelji morajo, da bi svoje delo opravljali profesionalno, skrbeti za stalno izobraževanje ter izpopolnjevanje svojega znanja in usposobljenosti. Izvajanje osnovnega programa (pouk) v javnih osnovnih šolah, dodatne interesne dejavnosti, priprave na tekmovanja, sodelovanje v domačih in mednarodnih projektih, aktivnosti v okviru posameznega predmetnega področja, vzgoja, sodelovanje s starši in drugo, so vsakodnevne naloge strokovnih delavcev v osnovni šoli. Zaradi vsega naštetega so le-ti izjemno obremenjeni. Zavedati se je treba, da morajo ob tem zadovoljevati še mnoge druge potrebe svojih učencev ravnateljev, staršev, lokalnega okolja in drugih. Ne pozabimo, da imajo strokovni delavci še lastne profesionalne cilje h katerim strmijo. Vse to je bil razlog za odločitev raziskovanja o izobraževanju in izpopolnjevanju strokovnih delavcev, ki zagotavljata stalno strokovno delo in primerno usposobljenost za delovanje na različnih vzgojno izobraževalnih področjih. Raziskovanje uvedbe sistematičnega internega izobraževanja in izpopolnjevanja strokovnih delavcev v javni osnovni šoli je navrglo ugotovitev, da je vloga ravnatelja v tem procesu izjemnega pomena, njegova moč pa izhaja iz različnih virov, največkrat vzora. Obstoj internega izobraževanja in izpopolnjevanja strokovnih delavcev v javni osnovni šoli je bilo mogoče dokazati z anketiranjem ravnateljev; dokazov za obstoj sistematičnega internega izobraževanja in izpopolnjevanja strokovnih delavcev v slovenski javni osnovni šoli, pa kljub zagotavljanju nekaterih ravnateljev, da se izvajajo, ni bilo mogoče najti. Sistematično interno izobraževanje in izpopolnjevanje strokovnih delavcev se mora namreč izkazati kot sistem, ki vsebuje nekatere obvezne sestavine: načrtovanje, izvedbo, evalvacijo in dokumentiranje izobraževanja in izpopolnjevanja. Sistematično interno izobraževanje in izpopolnjevanje strokovnih delavcev je eden izmed dejavnikov, ki vplivajo na kvalitetni prenos znanja in posledično višjo stopnjo izobraženosti strokovnih delavcev, posredno pa vplivajo na kvalitetnejše delo učencev, pozitivno delovno klimo ter lažje sodelovanje s starši in lokalnim okoljem. Ob tem lahko strokovni delavci zadovoljujejo lastne cilje, znižajo se stroški izobraževanja in izpopolnjevanja strokovnih delavcev, prav tako ne prihaja do izpada vzgojno izobraževalnega procesa zaradi izostankov strokovnih delavcev z delovnega mesta. Model sistematičnega internega izobraževanja strokovnih delavcev, ki je nastal na podlagi teoretičnih izsledkov in lastne raziskave je pripravljen tako, da ga lahko ob nekaterih prilagoditvah, uporabijo vse slovenske javne osnovne šole. Uvajati ga morajo ravnatelji javnih osnovnih šol, v sodelovanju z delovno skupino strokovnih delavcev. Ravnatelj pa je odgovoren tudi za načrtovanje, motivacijo, izvedbo, evalvacijo in dokumentiranje sistematičnega izobraževanja in izpopolnjevanja strokovnih delavcev.
Keywords:interno izobraževanje in izpopolnjevanje, sistematičnost, javna osnovna šola, strokovni delavci, profesionalna rast, načrtovanje, evalvacija, dokumentiranje
Place of publishing:[Maribor
Publisher:J. Zadravec
Year of publishing:2016
PID:20.500.12556/DKUM-58743 New window
UDC:005.9
COBISS.SI-ID:12653084 New window
NUK URN:URN:SI:UM:DK:6WIVGUYX
Publication date in DKUM:16.12.2016
Views:1628
Downloads:223
Metadata:XML DC-XML DC-RDF
Categories:EPF
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Secondary language

Language:English
Title:The role and power of a headmaster in the process of introducing innovations- the systematically prepared internal education and improvement of knowledge for professionals in the public primary school
Abstract:The Slovenian public primary school went through a significant modification in 1999/2000 with the introduction of 9-year primary school. The pupils with special needs (among which we consider the pupils with a variety of diseases and disorders, as well as talented and outstanding pupils) started to enter the public primary school. They all need, beside teachers and educators, the help of professionals who provide them with additional social, emotional and educational support. The professionals like special and social pedagogues, defectologists, psychologists and logopaedists work with them. All other professionals, like teachers and educators, need to provide the continuous education and improvement of their knowledge and skills. The implementation of the basic program (lessons), extra-curricular activities, preparations for competitions, participation in national and international projects, activities in particular subjects, education, cooperation with parents and many more, are daily tasks of professionals in primary schools. For all these reasons the professionals are extremely stressed. It should be noted that other needs of pupils, headmasters, parents, local environment and more, also exist and need to be fulfiled. Do not forget the professionals also strive for their own personal goals. All this was the reason for making a research on education and improvement of professionals' knowledge that provides the continuous professional work and proper ability to operate on different educational areas. The research of introduction of the systematic internal education and improvement of professionals' knowledge in the public primary schools came to conclusion that the role of a headmaster in this process is of extreme importance, and his power derives from a variety of sources, mostly from examples. We could prove the existence of internal education and improvement of professionals' knowledge with a survey of headmasters; but we could not prove the systematic internal education and improvement of professionals' knowledge in the Slovenian public primary schools despite the assurance of headmasters that they are carried out. The systematic internal education and improvement of professionals' knowledge has to be proven as a system with mandatory components: planning, implementation, evaluation and documentation of education and improvement of their knowledge. The systematic internal education and improvement of professionals' knowledge is one of the factors that affect the quality of knowledge transfer and hence a higher level of professionals' knowledge, indirectly they affect the higher quality of pupils' work, a positive working atmosphere and better cooperation with parents and local environment. At the same time the professionals can fulfil their own personal goals, the costs of education and improvement of knowledge can be reduced and also there is no failure of the educational system due to the absences of professionals from their workplace. The model of the systematic internal education originates from the theoretical findings and personal research and it is ready to use in all Slovenian public primary schools with some modifications. It has to be introduced by the headmasters in public primary schools in cooperation with the working group of professionals. The headmaster is responsible for planning, motivation, evaluation and documentation of the systematic education and improvements of knowledge of professional workers.
Keywords:internal education and improvement of knowledge, system, public primary school, professionals, professional growing, planning, evaluation, documentation


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