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Title:Vzgojiteljevo dojemanje lastnega profesionalnega in osebnostnega razvoja : diplomsko delo
Authors:ID Ješovnik, Maja (Author)
ID Hmelak, Maja (Mentor) More about this mentor... New window
Files:.pdf VS_Jesovnik_Maja_2025.pdf (934,72 KB)
MD5: 9A67FDFD52DC5A1B3AAB0C3F5BEB711C
 
Language:Slovenian
Work type:Bachelor thesis/paper
Typology:2.11 - Undergraduate Thesis
Organization:PEF - Faculty of Education
Abstract:Diplomska naloga z naslovom Vzgojiteljevo dojemanje lastnega profesionalnega in osebnostnega razvoja je sestavljena iz teoretičnega in empiričnega dela. V teoretičnem delu smo opredelili pojem profesionalni razvoj vzgojitelja. Opisali smo faze in modele profesionalnega razvoja. Eden ključnih dejavnikov profesionalnega razvoja je tudi motivacija za delo, ki posledično izhaja iz osebnosti posameznika. Dejavniki osebnosti vplivajo na dober razvoj tako vzgojitelja kot tudi posameznika, le če delujejo skladno drug z drugim. Opredelili smo tudi pomembnost in prepletanje profesionalnega in osebnostnega razvoja vzgojitelja. V empiričnem delu diplomske naloge smo izvedli 30 intervjujev diplomiranih vzgojiteljic in vzgojiteljev z različnimi nazivi. S pomočjo zastavljenih vprašanj smo ugotovili, kaj si vzgojitelji predstavljajo pod pojmom profesionalni razvoj ter kaj prispeva k razvoju le tega. Poizvedeli smo tudi, kako strokovna izobraževanja vplivajo na osebnostni razvoj ter kakšna bi morala biti osebnost vzgojitelja predšolskih otrok. Pridobljene podatke smo ločili glede na nazive ter jih besedno interpretirali in analizirali. Ugotovili smo, da se vsem intervjuvanim vzgojiteljem zdi profesionalni razvoj pomemben, da nanj najbolj vpliva motivacija, možnosti izobraževanja in delovno okolje. Menijo, da profesionalni razvoj dobro vpliva tudi na osebnostni razvoj vzgojitelja, ki bi po mnenju intervjuvancev moral biti samokritičen, čustveno inteligenten in razgledan.
Keywords:profesionalni razvoj, strokovna izobraževanja, osebnostni razvoj
Publication status:Published
Publication version:Version of Record
Place of publishing:Maribor
Place of performance:Maribor
Publisher:[M. Ješovnik]
Year of publishing:2025
Number of pages:VI, 72 str.
PID:20.500.12556/DKUM-92463 New window
UDC:373.2.011.3-051(043.2)
COBISS.SI-ID:236613635 New window
Publication date in DKUM:21.05.2025
Views:265
Downloads:84
Metadata:XML DC-XML DC-RDF
Categories:PEF
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Licences

License:CC BY-NC 4.0, Creative Commons Attribution-NonCommercial 4.0 International
Link:http://creativecommons.org/licenses/by-nc/4.0/
Description:A creative commons license that bans commercial use, but the users don’t have to license their derivative works on the same terms.
Licensing start date:10.04.2025

Secondary language

Language:English
Title:The Kindergarten Teacher's Perception of Their Own Professional and Personal Development
Abstract:This thesis, titled The Kindergarten Teacher's Perception of Their Own Professional and Personal Development, consists of both theoretical and empirical sections. In the theoretical part, we define the concept of professional development for kindergarten teachers and describe its stages and models. One of the key factors influencing professional development is motivation, which stems from an individual's personality. Personality factors play a crucial role in the successful development of both the kindergarten teacher and the individual, but only if they work in harmony with one another. We also examine the importance and interplay between professional and personal development in kindergarten teachers. In the empirical section of the thesis, we conducted 30 interviews with qualified kindergarten teachers holding various professional titles. Through carefully designed questions, we explored how kindergarten teachers understand the concept of professional development and what factors contribute to its advancement. Additionally, we investigated how professional training influences personal development and what personal qualities a kindergarten teacher should possess. The collected data were categorised according to professional titles, and we provided a detailed analysis and interpretation. We found that all interviewed kindergarten teachers consider professional development to be highly important. They believe that the most significant factors influencing it are motivation, opportunities for education, and the work environment. Moreover, they agree that professional development positively impacts personal growth, with kindergarten teachers believing that a kindergarten teacher should be self-critical, emotionally intelligent, and well-rounded.
Keywords:professional development, professional development courses, personal development


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