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Title:Pomen izkustvenega učenja za profesionalni razvoj vzgojiteljev : diplomsko delo
Authors:ID Ratkovica, Danijela (Author)
ID Hmelak, Maja (Mentor) More about this mentor... New window
Files:.pdf VS_Ratkovica_Danijela_2021.pdf (2,22 MB)
MD5: F6D716D94C41DE2313C45BCBFF8ECA0A
PID: 20.500.12556/dkum/68004c62-294a-4aa5-94b4-d50a9939058a
 
Language:Slovenian
Work type:Bachelor thesis/paper
Typology:2.11 - Undergraduate Thesis
Organization:PEF - Faculty of Education
Abstract:Diplomsko delo z naslovom Pomen izkustvenega učenja za profesionalni razvoj vzgojiteljev je sestavljeno iz teoretičnega in empiričnega dela. V teoretičnem delu smo najprej opredelili, kaj sploh pomeni izkustvo in izkustveno učenje v vzgoji in izobraževanju. Predstavili smo, kako se udejstvuje pri predšolskih otrocih, v programih izobraževanja bodočih vzgojiteljev in pri vseh vidikih vzgojnega dela. Posebno poglavje smo namenili izkustvenim metodam in profesionalnemu razvoju vzgojiteljev, ki se kaže v osebnostnem dozorevanju in pridobivanju poklicnih znanj ter praktičnih izkušenj. Ker nas je zanimalo, kakšen pomen ima izkustveno učenje za profesionalni razvoj vzgojiteljev, smo z empiričnim delom želeli ugotoviti, na kakšne načine ga vzgojitelji pri svojem delu uresničujejo. Empirični del zajema raziskavo o izkustvenem učenju. Za potrebe raziskave smo potrebovali 100 v celoti rešenih anketnih vprašalnikov, ki so bili primerni za nadaljnjo obdelavo. Z raziskavo smo ugotovili, da se vzgojitelji najpogosteje izkustveno učijo iz lastnih izkušenj pri delu v skupini otrok, ko razvijajo njihovo samostojnost, odgovornost in samoorganiziranost, izmenjava izkušenj z zunanjimi pedagoškimi strokovnjaki pa je za zdaj še redko prisotna. Tudi v vrtcih so na integrirani in strnjeni praksi študentov izkustvene metode po mnenju vzgojiteljev premalo prisotne, njihovo prihodnost pa vidijo v skupnem delovnem projektu vzgojiteljev in napredovanju v smeri kritičnega in odgovornega odločanja v praksi, na področju profesionalnega razvoja.
Keywords:Izkustveno učenje, prenos teorije v prakso, profesionalni razvoj, izkustvene metode, reflektivna praksa
Place of publishing:Maribor
Place of performance:Maribor
Publisher:[D. Ratkovica]
Year of publishing:2021
Number of pages:1 spletni vir (1 datoteka PDF (IX, 124 str.))
PID:20.500.12556/DKUM-80689 New window
UDC:373.2(043.2)
COBISS.SI-ID:88610563 New window
Publication date in DKUM:13.12.2021
Views:1208
Downloads:159
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:28.09.2021

Secondary language

Language:English
Title:The importance of the experiential learning for teachers' professional development
Abstract:The bachelor’s thesis entitled The Importance of Experiential Learning for Teacher Professional Development consists of a theoretical and an empirical part. The theoretical part defines the meaning of experience and experiential learning in education. It is presented how experiential learning is implemented in preschool, in education programs for future educators and in all aspects of educational work. A special chapter is dedicated to experiential learning methods and teacher professional development, which is reflected in personal growth and in the acquisition of professional knowledge and practical experience. Out of interest in the importance of experiential learning for teacher professional development, the empirical part of this thesis wants to find out the ways in which educators implement it into their work. The empirical part includes research on experiential learning. For the needs of this research, 100 fully solved surveys were needed, which had to be suitable for further processing. The research reveals that educators mostly learn experientially from their own experiences of working with a group of children as they develop their independence, responsibility and self-organization, while an exchange of experiences with external pedagogical experts is still rare for now. According to educators, also in kindergartens there are insufficient experiential learning methods in the integrated and brief student internships. They see their future in a joint working project for educators and in the progress towards critical and responsible decision making in practice, in the field of professional development.
Keywords:Experiential learning, putting theory into practice, professional development, experiential learning methods, reflective practice


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