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Title:Strokovna usposabljanja vzgojiteljev za področje gozdne pedagogike : diplomsko delo
Authors:ID Forštnarič, Nuša (Author)
ID Hmelak, Maja (Mentor) More about this mentor... New window
Files:.pdf VS_Forstnaric_Nusa_2025.pdf (786,26 KB)
MD5: ABB14EC6F520BAFFB95AD83843F39C7D
 
Language:Slovenian
Work type:Bachelor thesis/paper
Typology:2.11 - Undergraduate Thesis
Organization:PEF - Faculty of Education
Abstract:Vzgojitelji pomembno vplivajo otrokov razvoj. Zato pomembno vplivajo na otrokov razvoj in se morajo stalno strokovno usposabljati. Vedno več slovenskih vzgojiteljev se vključuje v program gozdne pedagogike, ki se je pri nas začela uveljavljati v letu 2010. Gozdna pedagogika v nekaterih segmentih odstopa od Kurikuluma za vrtce, po katerem delajo slovenski javni vrtci. Tako se tudi strokovni razvoj vzgojiteljev, ki so vključeni v program gozdne pedagogike, razlikuje od strokovnega razvoja ostalih vzgojiteljev, s tem pa tudi njihove strokovne kompetence. V teoretičnem delu smo predstavili gozdno pedagogiko, njene učinke ter vzgojitelje in vrtce v programu. Prav tako smo se posvetili strokovnemu usposabljanju vzgojiteljev za področje gozdne pedagogike in njihovim strokovnim kompetencam. V empiričnem delu so interpretirani odgovori intervjujev in rezultati le-teh. Intervjuje smo izvedli z diplomiranimi vzgojitelji, ki so vključeni v program gozdne pedagogike. Zanimalo nas je, kako vzgojitelji, ki so vključeni v program gozdne pedagogike, skrbijo za strokovno usposabljanje na tem področju. Zanimalo nas je, kako vzgojitelji, vključeni v program gozdne pedagogike, skrbijo za svoj strokovni razvoj, v kolikšni meri se udeležujejo strokovnih usposabljanj in kakšen je njihov odnos do le-teh. Glede na odgovore smo spoznali, da se vzgojitelji z zanimanjem udeležujejo strokovnih usposabljanj, vendar jih pri tem zaustavlja nekaj ovir, kot so finance in čas. Menijo, da so usposabljanja zelo koristna in pomembna za njihovo delo ter razvoj.
Keywords:gozd, gozdna pedagogika, vzgojitelj, strokovni razvoj, strokovne kompetence
Place of publishing:Maribor
Place of performance:Maribor
Publisher:[N. Forštnarič]
Year of publishing:2025
Number of pages:VIII, 75 str.
PID:20.500.12556/DKUM-91825 New window
UDC:373.2.091.12:005.963.1:630(043.2)
COBISS.SI-ID:227678979 New window
Publication date in DKUM:28.02.2025
Views:264
Downloads:133
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:10.02.2025

Secondary language

Language:English
Title:Professional Training for Preschool Teachers in the Field of Forest Pedagogy
Abstract:Preschool teachers have a significant influence on children's development in all areas, as they are deeply involved in their childhood and upbringing. Therefore, they must continuously undergo professional training and ensure their own professional development. An increasing number of preschool teachers in Slovenia are participating in the forest pedagogy program, which was first established in 2010. Forest pedagogy significantly deviates from the Kindergarten Curriculum, which Slovenian public preschools follow. Consequently, professional development of preschool teachers that are involved in the forest pedagogy program differs significantly from that of other preschool teachers, as do their professional competencies. In the theoretical part, we introduced forest pedagogy and its impact, preschool teachers that are involved in the forest pedagogy program, and forest kindergarten. We also focused on the professional training of preschool teachers in the field of forest pedagogy and their professional competencies. In the empirical part, we interpreted responses collected from interviews and their results. The interviews were conducted with preschool teachers that have acquired a degree in a university program and participate in the forest pedagogy program. We were interested in how preschool teachers involved in the forest pedagogy program undergo their professional training in this field. We also explored how these preschool teachers ensure their professional development, to what extent they participate in professional training and what their attitude towards it is. Based on their responses, we found that preschool teachers are eager to attend professional training; however, they face certain obstacles, such as financial constraints and time limitations. They believe that such training is highly beneficial to and important for their work and development. 
Keywords:forest, forest pedagogy, preschool teacher, professional development, professional competences


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