20.500.12556/RUL-158714 Dejavniki vzgojiteljevega vpeljevanja sprememb v lastno pedagoško delo v vrtcu magistrsko delo Factors influencing the introduction of changes in the preschool teachers' pedagogical work in kindergarten Današnja družba se zelo hitro spreminja (gospodarsko, tehnološko, kulturno), zato se morata tako posameznik kot tudi organizacija prilagajati, saj prihaja do spreminjanja vlog in nalog, ki jih ima posameznik v organizaciji. To se odraža tudi na področju vzgoje in izobraževanja. Spremembe so del vsakdanjega življenja zaposlenih pedagoških delavcev. Njihovo poznavanje in evalviranje pedagoškega dela ter vpeljevanje npr. sprememb, novih pedagoških praks, predstavlja pomemben dejavnik kakovostnega dela in profesionalnega razvoja posameznika in institucije. Znotraj procesa vpeljevanja sprememb se pri posamezniku prepletajo notranji (npr. osebni interes, poklicna motivacija, potreba po osebnostnem razvoju) in zunanji (npr. napredovanje, delovni pogoji, plačilo) dejavniki. Pomembno je, da pedagoški delavci pravilno zaznavajo spremembe in si jih razlagajo kot proces, ki sestoji iz vzponov in padcev in ne kot enkraten dogodek. Ustrezno razumevanje in vrednotenje sprememb pa zahteva poglobljeno refleksijo pedagoških delavcev o lastni vlogi, kakovostnem učenju in profesionalnem razvoju. V teoretičnem delu magistrskega dela smo opredelili pedagoške spremembe in inovacije, njihovo vpeljevanje, modele vpeljevanja sprememb, ovire, ki se pojavljajo pri vpeljevanju sprememb. Predstavili smo tudi vlogo ravnatelja oziroma pedagoškega vodje pri vpeljevanju sprememb. V drugem delu teoretičnega dela smo definirali profesionalni razvoj pedagoških delavcev, dejavnike in načela profesionalnega razvoja in opisali modele profesionalnega razvoja. Drugi del magistrskega dela je empirična raziskava, ki je bila izvedena v dveh delih. Prvi del je bil izveden v skladu s kvantitativnim raziskovalnim pristopom, pri čemer je sodelovalo 137 vzgojiteljev predšolskih otrok, ki so izpolnjevali spletni anketni vprašalnik. Drugi del smo izvedli s kvalitativno raziskovalno paradigmo, pri kateri je bilo vključenih 6 vzgojiteljev predšolskih otrok, ki so sodelovali pri intervjuju. Z raziskavo smo ugotavljali, kako vzgojitelji predšolskih otrok pojmujejo kakovostno pedagoško delo in kolikšen pomen za kakovostno predšolsko delo pripisujejo spreminjanju lastnega pedagoškega dela. Zanimalo nas je, kako pogosto vzgojitelji predšolskih otrok v svoje delo vpeljujejo spremembe, zakaj jih vpeljujejo in kako razumejo kakovostno spremembo. Ugotavljali smo, kateri dejavniki so vzgojiteljem predšolskih otrok v oporo pri vpeljevanju sprememb v lastno pedagoško delo in katere zaznavajo kot oviro. Zanimalo nas je tudi, v kolikšni meri in na kakšen način po mnenju vzgojiteljev predšolskih otrok vodstvo vpliva na vpeljevanje sprememb, pri tem pa tudi, kako na vpeljevanje sprememb vplivajo otroci in njihovi starši. Ugotavljali smo, povezavo med fazami profesionalnega razvoja in pripravljenost posameznika za vpeljevanje sprememb v pedagoškem delu. Ugotovili smo, da vzgojitelji predšolskih otrok kakovostno pedagoško delo pojmujejo predvsem kot delo z otroki in v njihovo dobro. Tovrstno pedagoško delo vključuje tudi stalno izobraževanje in sledenje novostim, skrb za dobre odnose z vsemi vključenimi v pedagoški proces kot tudi strokovno in profesionalno opravljanje pedagoškega dela. Vpeljevanju sprememb oz. spreminjanju lastnega pedagoškega dela pripisujejo (zelo) velik pomen. Vzgojitelji predšolskih otrok običajno vpeljujejo spremembe zaradi spodbude otrok oz. njihovih potreb, ali ker imajo sami željo po spreminjanju. Kakovostno pedagoško spremembo v največji meri razumejo kot spremembo, ki prinese viden napredek oziroma pozitivne rezultate. Rezultati raziskave so pokazali, da je vzgojiteljem predšolskih otrok najmočnejša spodbuda pri vpeljevanju sprememb bolj kakovostno opravljanje poklicnih nalog oz. dobrobit otrok. Kot oviro pa v največji meri zaznavajo preveliko število otrok v oddelku in preobremenjenost na delovnem mestu. Iz raziskave je razvidno, da vodstvo v veliki meri spodbuja vpeljevanje sprememb, pedagoške delavce s tem namenom spodbuja k izobraževanju, nudi podporo in jim zaupa. Po mnenju udeležencev v raziskavi otroci vpeljevanje sprememb sprejemajo in pri tem pomagajo tudi sami ter izražajo želje po spremembah. Starši otrok, po mnenju udeležencev v raziskavi, vpeljevanja sprememb ne ovirajo, lahko pa bi bila njihov vpliv in sodelovanje še večja. Pridobljeni rezultati korelacijske analize so pokazali, da je povezanost med pomembnostjo vpeljevanja sprememb in različnimi fazami profesionalnega razvoja, pozitivna in srednje močna. Torej vzgojitelji predšolskih otrok, ki profesionalnemu razvoju pripisujejo večji pomen, so bolj pripravljeni vpeljevati spremembe in jim pripisujejo večji pomen. Today's society is rapidly changing (economically, technologically, culturally), requiring both individuals and organizations to adapt as roles and tasks within organizations evolve. This is also reflected in the field of education. Changes are part of the daily lives of educational workers. Their knowledge and evaluation of pedagogical work and the introduction of changes, e.g. new pedagogical practices, represent an important factor of quality work and professional development of the individual and the institution. Within the process of implementing changes, individuals are influenced by both internal factors (e.g., personal interests, professional motivation, need for personal development) and external factors (e.g., career advancement, working conditions, salary). It is important for educational workers to perceive changes correctly and interpret them as a process consisting of ups and downs, and not as a one-time event. Proper understanding and evaluation of changes requires an in-depth reflection by educational workers about their own role, quality learning and professional development. In the theoretical part of the Master's work, we defined pedagogical changes and innovations, their implementation, models of introducing changes, and obstacles encountered in the introduction of changes. We also presented the role of the headmaster or administrator in introducing changes. In the second part of the theoretical work, we defined the professional development of educational workers and the factors and principles of professional development, and we described models of professional development. The second part of the master's thesis is an empirical study conducted in two parts. The first part followed a quantitative research approach involving 137 preschool teachers who completed an online questionnaire. The second part utilized a qualitative research paradigm, involving 6 preschool teachers who participated in interviews. The study aimed to examine how preschool teachers perceive quality pedagogical work and the importance they attribute to changing their own pedagogical work. We were interested in how often preschool teachers introduce changes in their work, why they introduce them, and how they understand quality change. We investigated which factors support preschool teachers in implementing changes in their pedagogical work and which they perceive as obstacles. We also explored the extent and manner in which leadership influences the implementation of changes according to preschool teachers, as well as how children and their parents influence the implementation of changes. We examined the connection between the phases of professional development and an individual's readiness to implement changes in pedagogical work. We found that preschool teachers primarily perceive quality pedagogical work as work with children for their well-being. Such pedagogical work also includes continuous education, keeping up with innovations, fostering good relationships with all involved in the pedagogical process, as well as professional and skilled pedagogical work. Preschool teachers attach great importance to implementing changes or changing their own pedagogical work. They typically introduce changes due to the encouragement of children or their needs or because they themselves desire change. They mostly understand quality pedagogical change as a change that brings visible progress or positive results. The results of the study showed that the strongest motivation for preschool teachers in implementing changes is the desire for higher quality performance of professional tasks or the well-being of children. The most significant obstacle perceived is the excessive number of children in the classroom and job overload. The research indicates that leadership significantly promotes the implementation of changes, encouraging educational workers to pursue education, providing support, and trusting them. According to the participants in the study, children accept the implementation of changes and even help with it, expressing their desires for changes. Parents of children, according to the participants in the study, do not hinder the implementation of changes, although their influence and involvement could be greater. The obtained results of the correlation analysis showed that the relationship between the importance of implementing changes and different phases of professional development is positive and moderately strong. Therefore, preschool teachers who attach greater importance to professional development are more willing to implement changes and attribute greater importance to them. Pedagogi Vzgojitelji Družbene spremembe pedagoški delavci profesionalni razvoj spreminjanje pedagoškega dela vrste sprememb vloga vodstva educational workers professional development changing pedagogical work types of changes leadership role true false false P. Cigole in N. Klopčič Slovenski jezik Angleški jezik Magistrsko delo/naloga 2024-06-19 21:31:27 2024-06-19 21:31:33 2024-07-03 03:50:20 0000-00-00 00:00:00 2024 0 Ljubljana 0 Ljubljana 79 str. 0000-00-00 NiDoloceno NiDoloceno NiDoloceno 0000-00-00 0000-00-00 0000-00-00 373.2(043.2) 162023 200129283 32055.pdf 32055.pdf 1 3116820E2FB0A76483776C1D056F3C98 d0a62a20778e6e1f19f0ee29f7bfdd85b2657937700ad36ab0049accdcc29c81 890af5e7-2e72-11ef-aa1b-0050569b8976 https://repozitorij.uni-lj.si/Dokument.php?lang=slv&id=186428 Pedagoška fakulteta 0 0 0