20.500.12556/RUL-178322 Izobraževanje in profesionalni razvoj makedonskih in slovenskih specialnih in rehabilitacijskih pedagogov magistrsko delo Education and professional development of Macedonian and Slovene special and rehabilitation pedagogues Čas, v katerem živimo, je zaznamovan s hitrimi tehnološkimi in socialnimi spremembami, ki vplivajo na razvoj zahtev in kompetenc pedagoških poklicev. Razvoj je stalna tema pedagoških razprav. Vanj so usmerjene pedagoške raziskave, predstavlja temeljno vodilo šol po vsem svetu ter je cilj učiteljevega poklicnega delovanja. V zadnjem času je profesionalna vloga specialnega in rehabilitacijskega pedagoga postala še zahtevnejša. Spremenjena vloga učiteljev je postala imperativ družbe in vseživljenjskega učenja učiteljev ter njihovega profesionalnega napredka. Potreba po povečanju kakovosti dela v vzgojno izobraževalnem procesu vse bolj heterogenih skupin učencev postavlja učitelja pred vrsto novih izzivov. V skladu z njimi morajo tudi specialni in rehabilitacijski pedagogi pridobiti kompetence, potrebne za doseganje najvišjih akademskih standardov. Poleg začetnega izobraževanja je za vsakega posameznika nujna skrb za lasten profesionalni razvoj. Specialni in rehabilitacijski pedagogi sodelujejo pri izvajanju politike specialnega izobraževanja in vključevanja učencev s posebnimi potrebami. Njihova naloga je, da prepoznajo vplive sodobnega okolja na mlade s posebnimi potrebami, ki so vključeni v izobraževalne in rehabilitacijske sisteme, ter jih poskušajo s pomočjo doslej uveljavljenih metod podpore in učnih ter rehabilitacijskih pristopov opolnomočiti in usmerjati, da čim bolj polnopravno sodelujejo v svojem ožjem in širšem socialnem okolju. Specialni in rehabilitacijski pedagogi bi morali biti opremljeni s specifičnim znanjem o tem, kateri mehanizmi vplivajo na njihovo karierno pot, in o tem, kakšno vlogo imajo njihove odločitve o izobraževanju in usposabljanju na potek želene kariere in osebnega profesionalnega razvoja. Glavni cilji raziskave je bil ugotoviti in primerjati, kako izbrani skupini specialnih in rehabilitacijskih pedagogov v Makedoniji in Sloveniji dojemata svoj profesionalni razvoj, svoje vloge, znanja in kompetence za opravljanje specialnopedagoškega dela ter kako ocenjujeta motivacijo, kompetence in karierni razvoj. Zanimalo nas je tudi, katere razlike in podobnosti obstajajo med obema državama. V raziskavi smo se osredotočili na individualne in poklicne dejavnike, ki vplivajo na strokovno rast specialnih in rehabilitacijskih pedagogov, njihovo motivacijo za delo z otroki s posebnimi potrebami ter vrednotenje začetnega in nadaljnjega izobraževanja. Vključili smo 62 specialnih in rehabilitacijskih pedagogov iz Makedonije in 48 iz Slovenije. Podatki, zbrani z nestandardiziranim anketnim vprašalnikom v obeh jezikih, so bili obdelani z deskriptivno in inferenčno statistiko. Rezultati so pokazali, da so specialni in rehabilitacijski pedagogi v obeh državah izrazito notranje motivirani za profesionalni razvoj. Najvišje so ocenili željo po nadaljnjem strokovnem izobraževanju in veselje do dela z otroki s posebnimi potrebami, najnižje pa dostopnost finančnih sredstev za izobraževanja in zunanje motivacijske dejavnike, kot so družbeni status poklica in materialne spodbude. Slovenski specialni in rehabilitacijski pedagogi so poročali o večji razpoložljivosti finančne podpore, a hkrati o izraziti časovni stiski, medtem ko so makedonski kolegi višje vrednotili formalne oblike usposabljanj, mentorstvo in sodelovanje v raziskovalnih projektih. Obe skupini se ocenjujeta kot visoko usposobljeni za delo z otroki s posebnimi potrebami, zlasti na področjih prilagajanja pouka, ustvarjanja spodbudnega učnega okolja ter sodelovanja z učitelji in starši. Najnižjo stopnjo kompetentnosti so opazili pri nalogah, ki presegajo neposredno delo v razredu – predvsem pri vodenju, kriznem odzivanju in refleksiji lastnega profesionalnega razvoja. Med državama pri tem niso bile ugotovljene statistično pomembne razlike. Rezultati so tudi pokazali, da specialni in rehabilitacijski pedagogi svojo kariero najpogosteje razumejo kot poslanstvo, ki temelji na strokovni predanosti, poučevanju in vzgoji novih generacij. Slovenski specialni in rehabilitacijski pedagogi večji poudarek namenjajo strokovni usposobljenosti, medtem ko makedonski bolj izpostavljajo družbeno prepoznavnost in akademski napredek. V obeh skupinah pa tradicionalne karierne ambicije, kot je napredovanje na vodstvene položaje, niso izrazito prisotne. Pri oceni začetnega izobraževanja so anketirani najvišje vrednotili teoretično pripravo, medtem ko je bila praktična usposobljenost ocenjena nižje, predvsem med slovenskimi specialnimi in rehabilitacijskimi pedagogi. Makedonski specialni in rehabilitacijski pedagogi so svoje praktične kompetence ocenili nekoliko višje, kar mogoče nakazuje na manjši razkorak med teorijo in prakso v njihovem študiju. Nadaljnje izobraževanje obe skupini razumeta predvsem kot priložnost za osebni in strokovni razvoj, pri čemer izstopa notranja motivacija, medtem ko imajo zunanji dejavniki, kot so napredovanje v plačilne razrede ali spodbude delovnega kolektiva, manjši pomen. Sklepne ugotovitve potrjujejo, da je profesionalni razvoj specialnih in rehabilitacijskih pedagogov rezultat prepleta visoke notranje motivacije, zaznanih institucionalnih pogojev ter širšega kulturnega konteksta, v katerem delujejo. The times in which we live are characterised by rapid technological and social changes, which also have an impact on the development of the requirements and competencies of the educational professions. Development is a constant theme in pedagogical discussion and in pedagogical research focussing on it, a fundamental guiding principle for schools worldwide and the goal of teachers' professional activity. Recently, the professional role of special and rehabilitation pedagogues has become even more demanding. The changing role of teachers has become a societal imperative that provides for lifelong learning for teachers and their professional development. The need to improve the quality of work in the educational process for increasingly heterogeneous groups of students presents teachers with a number of new challenges. Accordingly, special and rehabilitation pedagogues need to acquire the necessary competences to achieve the highest academic standards. In addition to initial training to obtain a degree, it is important for each individual to take care of their own professional development. Special and rehabilitation pedagogues are involved in the implementation of special educational measures and the inclusion of students with special needs. Their role is to recognise the influences of the modern environment on young people with special needs who are included into educational and rehabilitation settings, and to empower and guide them using proven support methods and educational and rehabilitation approaches so that they can participate as fully as possible in their immediate and wider social environment. Special and rehabilitation pedagogues should be equipped with specific knowledge about the mechanisms that influence their career path and the role their education and training choices play in the trajectory of their desired career and personal professional development. The main aim of the research was to determine and compare how selected groups of special and rehabilitation educators in Macedonia and Slovenia perceive their professional development, their professional roles, knowledge, and competences for performing special-pedagogical work, as well as how they evaluate their motivation, competences, and career development. We were also interested in identifying similarities and differences between the two countries. The study focused on individual and professional factors that influence the professional growth of special and rehabilitation educators, their motivation for working with children with special needs, and their evaluation of initial and continuing education. The sample included 62 educators from Macedonia and 48 from Slovenia. The data, collected using a non-standardised questionnaire in both languages, were analysed using descriptive and inferential statistics. The results showed that special and rehabilitation educators in both countries are highly intrinsically motivated for professional development. They rated the desire for further professional training and the joy of working with children with special needs highest, and the availability of financial resources for training and external incentives—such as the social status of the profession and material benefits—lowest. Slovenian educators reported greater access to financial support but also a pronounced lack of time, whereas their Macedonian colleagues placed higher value on formal training opportunities, mentoring, and participation in research projects. Both groups assessed themselves as highly competent for working with children with special needs, particularly in adapting instruction, creating a supportive learning environment, and collaborating with teachers and parents. The lowest levels of perceived competence were related to tasks beyond direct classroom work—especially leadership, crisis intervention, and systematic reflection on professional development. No statistically significant differences between the countries were found in this regard. The study also revealed that special and rehabilitation educators most often view their career as a vocation grounded in professional dedication, teaching, and supporting new generations. Slovenian educators placed greater emphasis on professional expertise, while Macedonian educators highlighted social recognition and academic advancement. In both groups, traditional career ambitions, such as progressing to leadership positions, were not highly prominent. In evaluating initial education, respondents rated theoretical preparation highest, while practical training received lower ratings—particularly among Slovenian educators. Macedonian educators assessed their practical competences somewhat higher, indicating a smaller gap between theory and practice in their studies. Continuing professional development was perceived primarily as an opportunity for personal and professional growth, driven largely by intrinsic motivation, whereas external factors—such as salary progression or workplace incentives—played a lesser role. In conclusion, the findings confirm that the professional development of special and rehabilitation educators results from the interplay of strong intrinsic motivation, institutional conditions, and the broader cultural context in which they work. vzgoja in izobraževanje oseb s posebnimi potrebami izobraževanje profesionalni razvoj specialni in rehabilitacijski pedagogi motivacija za delo z otroki s posebnimi potrebami education professional development special and rehabilitation educators motivation for working with children with special needs true false false V. Godjoska Slovenski jezik Angleški jezik Magistrsko delo/naloga 2026-01-23 08:30:49 2026-01-23 08:31:02 2026-01-29 10:26:59 0000-00-00 00:00:00 2026 0 Ljubljana 0 Ljubljana 125 str. 0000-00-00 NiDoloceno NiDoloceno NiDoloceno 0000-00-00 0000-00-00 0000-00-00 376.011.3-051(043.2) 201427 266611971 47539.pdf 47539.pdf 1 5CDF09C2DF9745A9D41731CD82FF8117 e816ddc92ac0ab74e08e3efb80024bfcfe392070dc52b26a2ef84365c0972fb0 77ce3190-f82d-11f0-a1ba-0050569b8976 https://repozitorij.uni-lj.si/Dokument.php?lang=slv&id=226056 Pedagoška fakulteta 0 0 0