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Title:Samoocena prodobljenih kompetenc študentov razrednega pouka
Authors:ID Potrč, Martina (Author)
ID Ivanuš-Grmek, Milena (Mentor) More about this mentor... New window
Files:.pdf MAG_Potrc_Martina_2020.pdf (2,15 MB)
MD5: 87A7410B228D80B93740903DC5B2959E
PID: 20.500.12556/dkum/0d8366f9-b71f-4dad-9b51-fbf6dbb6592c
 
Language:Slovenian
Work type:Master's thesis/paper
Typology:2.09 - Master's Thesis
Organization:PEF - Faculty of Education
Abstract:Magistrska naloga z naslovom Samoocena pridobljenih kompetenc študentov razrednega pouka je sestavljena iz teoretičnega in empiričnega dela. Namen teoretičnega dela je bil pridobiti znanje o kompetencah, jih proučiti in opredeliti sam pojem kompetenc ter opredeliti kompetence učiteljev. V nadaljevanju smo opisali kompetence v študijskem programu 1. in 2. stopnje Razredni pouk, ki ga izvaja Pedagoška fakulteta Univerze v Mariboru. Pregledali in predstavili smo tudi študijska programa Razredni pouk drugih dveh pedagoških fakultet v Republiki Sloveniji. Namen empiričnega dela je bil raziskati samooceno študentov razrednega pouka na Pedagoški fakulteti Univerze v Mariboru do pridobljenih splošnih in predmetno-specifičnih kompetenc, zapisanih v študijskem programu Razredni pouk. Zanimalo nas je, ali je posamezna kompetenca študentom tekom študija pomembna ali ne. V zapisu kompetenc, ki bi jih naj študent med študijem na 1. in 2. stopnji usvojil, ne prihaja do razlik v pomenu, zato smo analizirali kompetence, zapisane v študijskem programu prve stopnje. Za raziskovanje na področju kompetenc ob koncu študija učiteljev razrednega pouka smo se odločili, ker se zavedamo, kako pomembne so dane kompetence, ki bi jih naj posameznik tekom študija usvojil, saj bo kasneje kos različnim situacijam pri opravljanju njegova dela. Raziskava je bila opravljena na vzorcu 113 študentov razrednega pouka na Pedagoški fakulteti v Mariboru. Podatke smo pridobili s pomočjo anonimnega anketnega vprašalnika. Rezultati kažejo, da so študentje med študijem in skozi opravljeno praktično usposabljanje večino posameznih kompetenc pridobili. Po mnenju študentov nista bili pridobljeni 2 kompetenci iz sklopa predmetno-specifičnih kompetenc. To sta 10. kompetenca, ki od študentov pričakuje organizacijske in vodstvene sposobnosti in spretnosti v vzgoji in izobraževanju, in 15. kompetenca, ki od študentov pričakuje kompetentnost za pomoč pri pedagoškem vodenju posameznika, oddelka in/ali skupine. Menimo, da je največji problem med študijem premalo praktičnega usposabljanja, kjer bi se študentje kot bodoči učitelji z danimi kompetencami, ki so jih predhodno obravnavali frontalno in s snovjo, podano na fakulteti, soočili tudi med praktičnim usposabljanjem, nastopi in hospitacijo v razredu. Zanimala nas je tudi pomembnost posamezne kompetence, torej ali se študentom sploh zdi smiselno in pomembno pridobiti dane kompetence. Po mnenju študentov vse kompetence ocenjujejo kot pomembne, zato lahko tudi hipoteze potrdimo. Študentje se zavedajo, da so kompetence za kakovostno poučevanje še kako dobrodošle in nujno pomembne.
Keywords:kompetence, študenti, učitelj, razredni pouk
Place of publishing:Maribor
Publisher:[M. Potrč]
Year of publishing:2020
PID:20.500.12556/DKUM-78135 New window
UDC:378.147(043.2)
COBISS.SI-ID:42282755 New window
NUK URN:URN:SI:UM:DK:MIW3K5AE
Publication date in DKUM:17.12.2020
Views:2377
Downloads:232
Metadata:XML DC-XML DC-RDF
Categories:PEF
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Licences

License:CC BY-NC-ND 4.0, Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International
Link:http://creativecommons.org/licenses/by-nc-nd/4.0/
Description:The most restrictive Creative Commons license. This only allows people to download and share the work for no commercial gain and for no other purposes.
Licensing start date:01.11.2020

Secondary language

Language:English
Title:Self-Assessment of acquired competences of primary teaching students
Abstract:This graduation thesis titled Self-assessment of acquired competencies of primary school students consists of a theoretical and an empirical part. The goal of the theoretical part was to acquire knowledge of competencies, study them and define the concept itself in the first place and later to define the teacher competencies. The thesis continues with description of the competencies in the 1st and the 2nd degree Primary Teacher (Elementary) Education programmes, executed by Faculty of Education of the Univeristy of Maribor. The study programmes Primary Teacher (Elementary) Education at the other two Faculties of Education in Slovenia have also been examined and introduced. The goal of the empirical part was to study primary teaching students' self-assesment of acquired general and subject-specific competencies, regulated by the study programme Primary Teacher Education at the Uinversity of Maribor. We were to estimate whether the students find a specific competency important or not during their study period. Competencies observed and targeted in the 1st and the 2nd degree study programmes have displayed no remarkable divergence from each other, therefore the competencies regulated in the 1st degree study programme have been analysed. The decision to analyse competencies at the end of the study programme Primary Teacher Education was based on the importance of acquired competencies during the study programme in order to implement them into work in various situations in the future. The analysis involved 113 primary teacher students of the Faculty of Education of the Univeristy of Maribor. An anonymous survey gave us the required data. The results have shown that during the study period the students acquire most of specific competencies. However, students believe they failed to acquire two competencies from the subject-specific module. These are 10th competency which requires organizational and management skills in education, and 15th competency which requires skills for pedagogical assistance and guiding an individual, a class and/or a group. We see the lack of practical training as the biggest problem during the study programme, as the teachers-to-be students cannot implement their knowledege acquired with the frontal faculty lectures into their practical trainings, teaching and observing tasks in the classroom. We were also interested in the level of importance of a specific competency for students and how important they find them to acquire. All competencies are considered important by students so our hypothesis can be proven right. Students are highly aware of the importance of acquired competencies and they welcome their role in quality teaching.
Keywords:competencies, students, teacher, primary teacher education, elementary education


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