20.500.12556/RUL-165871 Profesionalni razvoj učiteljev v razvijanju kompetenc za oblikovanje spodbudnega učnega okolja magistrsko delo Professional development for teachers to develop competencies to create a supportive learning environment Spodbudno učno okolje v šoli oz. učilnici je ključnega pomena za uspešno učenje in razvoj učencev. Gre za okolje, ki spodbuja pozitivno učno klimo, kjer je prisoten občutek varnosti, sprejemanja, spoštovanja med učitelji in učenci ter učenci med seboj. Profesionalni razvoj učiteljev ima pomemben vpliv na oblikovanje spodbudnega učnega okolja. Kompetence in stopnja profesionalnega razvoja učiteljev sta ključni za uspešno vzpostavljanje spodbudnega učnega okolja. Profesionalni razvoj se začne z začetnim izobraževanjem in traja skozi celotno kariero, pri čemer je pomembno stalno učenje in rast. Zunanji in notranji dejavniki vplivajo na razvoj učiteljev, ki se morajo znati odzvati na dinamične in nepredvidljive razmere. V teoretičnem delu magistrskega dela obravnavamo različne modele profesionalnega razvoja učiteljev ter notranje in zunanje dejavnike, ki vplivajo na razvoj, poučevanje in oblikovanje spodbudnega učnega okolja. Posebno pozornost smo namenili učnim metodam, učnim oblikam in didaktičnim načelom ter kompetencam učiteljev za učinkovito vodenje razreda. Namen magistrskega dela je raziskati profesionalni razvoj učiteljev in kompetence, potrebne za oblikovanje spodbudnega učnega okolja. Razredna klima, vodenje razreda in kognitivno izzivalni pouk so ključni vidiki spodbudnega učnega okolja, ki vpliva na učenčevo fizično in psihološko počutje ter učni uspeh. Učitelji s prilagodljivostjo, empatičnostjo, inovativnostjo in ustvarjalnostjo vzpostavljajo pozitivno razredno klimo. Raziskave kažejo, da izkušenejši učitelji lažje ustvarjajo spodbudno učno okolje, medtem ko imajo učitelji začetniki več težav z disciplino in motivacijo učencev. Nas je zanimalo, če v praksi to res drži. V empiričnem delu smo s pomočjo polstrukturiranega intervjuva preučevali, kako učitelji razrednega pouka opredeljujejo spodbudno učno okolje, katere kompetence so potrebne, kako se pristopi razlikujejo glede na fazo profesionalnega razvoja, ter s katerimi ovirami se srečujejo v raziskavo vključeni učitelji in kaj jim je v podporo pri oblikovanju spodbudnega učnega okolja. Z empirično raziskavo smo ugotovili, da je pri intervjuvankah dojemanje spodbudnega učnega okolja povezano s fazami profesionalnega razvoja. Pristopi k ustvarjanju spodbudnega učnega okolja se razlikujejo glede na izkušnje učiteljev. Manj izkušeni učitelji se bolj osredotočajo na disciplino, bolj izkušeni učitelji pa na učenje in aktivnost učencev. Strukturiran pouk omogoča lažje delo in boljše vodenje razreda. Poudarja se pomen pozitivne klime, dobrega počutja, varnosti in sprejemanja, prilagajanja poučevanja individualnim potrebam in interesom učencev, kar povečuje motivacijo tako za učence, kakor tudi za učitelje. V raziskavo vključene učiteljice uporabljajo raznolike učne metode in učne oblike, prilagojene snovi učnim ciljem, učencem in prostoru. Kompetence učiteljev so ključne pri oblikovanju spodbudnega učnega okolja, pridobivajo pa jih z izobraževanji, samorefleskijo in timskim delom. Poudarjen je bil tudi pomen spoštljivih odnosov, sodelovalne dejavnosti, individualizacije, diferenciacije in vključevanja učencev v proces. Kljub izzivom, kot so pomanjkanje časa in pripomočkov, ter administrativnim obveznostim, se v raziskavo vključene učiteljice ocenjujejo kot uspešne pri pridobivanju kompetenc in oblikovanju spodbudnega učnega okolja. Ugotovili smo, da so teoretične trditve potrjene tudi v praksi. Ugotovitve so prispevale k boljšemu razumevanju vpliva profesionalnega razvoja učiteljev na oblikovanje spodbudnega učnega okolja. Supportive learning environment at schools or in classrooms plays a significant role in students’ development and learning. Positive environment that provides safety, acceptance and respect between students and teachers, as well as students themselves, provides a better learning experience. Professional development of teachers is an important component of creating supportive learning environment. The professional development of teachers is key to create successful environment and to enhance teachers’ competences. Professional development starts with initial education and progress during one's working career. Emphasizing the importance of continuous learning and growth. Teachers’ growth is result of various external and internal factors, because they must navigate through unpredictable complex situations.The theoretical part of the master's thesis concerns different models of teachers’ professional development, as well as internal and external factors that influence the development of a supportive learning environment. Special attention is given to teaching methods, teaching forms, didactic principles and teacher's competencies for efficient management of the class. The purpose of the thesis is to investigate teacher's professional development and the competences that are mandatory to create supportive learning environment. Classroom climate, classroom management and cognitively challenging instructions are values of a positive learning environment, since they influence student's physical and psychological well-being, as well as their academic achievements. Teachers who embody adaptability, empathy, innovation and creativity will create a better positive climate in the classroom. Research indicates that experienced teachers are more competent to easily create supportive learning environment, while the beginners may struggle with discipline issues and motivation of their students. Our goal was to test this in practice. The result of empirical part shows that successful implement of supporting learning environment directly correspond to different stages of teacher's development. The career phase of teacher dictates teacher's approach to creating a positive learning environment. Less experienced teachers focus more on discipline, while experienced teachers prioritize learning and students’ engagement. Structured lessons provide a better work conditions and easier managing of the class. Teachers also emphasize the importance of respectful relations, collaborative activities, individualization, differentiation and students’ inclusion which are key elements in this process. Interviewed teachers are using different teaching methods and teaching forms, which are adjusted to learning goals, students and classroom. Teachers’ competences are crucial in creating supportive learning environment, which comes through education, self-reflection and teamwork. Despite the challenges such as lack of time, poor resources and administrative duties, interviewed teachers evaluate themselves as successful in gaining competences and creating supportive learning environment. Our findings confirm that these theoretical claims are proved to be true in practice. We also came to conclusions, which are contributed to better understanding, how teachers’ professional development impacts on creating a supportive learning environment. Osnovnošolsko učenje in poučevanje Osnovnošolski učitelji spodbudno učno okolje razredna klima profesionalni razvoj učiteljev modeli in faze profesionalnega razvoja dejavniki profesionalnega razvoja kompetence strokovno izpopolnjevanje supportive learning environment classroom climate teachers' professional development models and phases of professional development factors of professional development competencies professional development true false false Š. Župec Slovenski jezik Angleški jezik Magistrsko delo/naloga 2024-12-12 13:17:16 2024-12-12 13:17:22 2024-12-16 11:05:24 0000-00-00 00:00:00 2024 0 Ljubljana 0 Ljubljana 82 str. 0000-00-00 NiDoloceno NiDoloceno NiDoloceno 0000-00-00 0000-00-00 0000-00-00 37.011.3-051(043.2) 182591 219182339 33529.pdf 33529.pdf 1 23DC875311F49CF8C693000D266CBC63 236944133876866076b7e6379a29fe168c212e384cab4c9d872118434c663f5e 89703af3-b882-11ef-b232-0050569b8976 https://repozitorij.uni-lj.si/Dokument.php?lang=slv&id=197136 Pedagoška fakulteta 0 0 0