20.500.12556/RUL-181519 Refleksija kot temelj profesionalnega razvoja učiteljev Reflection as a Foundation for Teachers' Professional Development V magistrskem delu raziskujemo vlogo refleksije pri profesionalnem razvoju intervjuvanih osnovnošolskih učiteljev ter analiziramo, kako jo ti učitelji razumejo, izvajajo in uporabljajo pri izboljševanju pedagoške prakse. V teoretičnem delu obravnavamo koncepte evalvacije, samoevalvacije in refleksije ter načine in spodbude, ki vplivajo na refleksijo, kot so dejavniki in različni modeli refleksije. Refleksija je opredeljena kot zavesten, načrtovan in večplasten proces, ki se odvija pred poučevanjem, med njim in po njem. Predstavlja temelj za razumevanje izkušenj, ozaveščanje učiteljevega delovanja, načrtovanja in oblikovanja izboljšav ter strokovnih odločitev. Nadalje opredelimo profesionalni razvoj in njegove modele. Empirični del temelji na kvalitativni metodi, natančneje na polstrukturiranih intervjujih petih osnovnošolskih učiteljev iz različnih življenjskih obdobij. Namen empiričnega dela je raziskati načine in pogostost izvajanja refleksije intervjuvanih učiteljev ter dejavnike, ki vplivajo na njeno izvedbo, poglobljenost in učinkovitost v pedagoški praksi. Raziskava je usmerjena v prepoznavanje ovir in možnosti za izboljševanje refleksije v osnovni šoli ter v ugotavljanje razlik pri njeni izvedbi glede na leta poučevanja. Posebna pozornost je namenjena tudi strategijam, ki bi lahko prispevale k večji pogostosti, sistematičnosti in globljemu reflektivnemu razmišljanju učiteljev. Na podlagi intervjujev ugotavljamo, da intervjuvani učitelji refleksijo razumejo kot temeljni dejavnik za osebno in strokovno rast. Omogoča jim vpogled v vzorce mišljenja, čustva, odzive in profesionalne odločitve. Pomembno vpliva tudi na kakovost poučevanja, komunikacijo z učenci in oblikovanje pozitivne učne klime. Intervjuvani učitelji jo prenašajo v prakso zaradi njenega prispevka k profesionalnemu in osebnemu razvoju. Ugotovili smo, da ti učitelji kakovost refleksije poglabljajo z izkušnjami. Refleksija intervjuvanih učiteljev začetnikov je pogosto formalna, zunanje motivirana in povezana z zahtevami iz časa študija ali mentorjev. Kasneje postane samoiniciativna, poglobljena, kritična in kompleksna. Učitelji izpostavljajo izzive pri izvedbi refleksije, kot so časovna in čustvena zahtevnost, odsotnost podpore in prepletanje osebnega in profesionalnega življenja. Njihova refleksija prispeva k vseživljenjskemu učenju, sprejemanju in prilagajanju. Glede na odgovore intervjuvanih učiteljev raziskava opozarja na potrebo po sistemski podpori refleksiji v času študija in znotraj organizacij, saj je neločljivo povezana s kakovostjo vzgojno-izobraževalnega procesa. Empirične ugotovitve prispevajo k razumevanju refleksivne prakse in ponujajo podlago za razvoj usposabljanj, mentorstva in praks za oblikovanje refleksivne kulture v šolah. The master’s thesis examines the role of reflection in the professional development of primary school teachers end analyzes how interviewed teachers understand, implement, and use reflection to improve pedagogical practice. The theoretical part addresses the concepts of evaluation, self-evaluation, and reflection, as well as the factors and models that influence reflective practice. Reflection is defined as conscious, intentional, and multifaceted process that takes place before, during, and after teaching. It represents a foundation for understanding experience, raising awareness of teachers’ actions, and planning improvements. Thesis further outlines professional development and relevant models. Empirical part is based on qualitative approach, specifically semi-structured interviews with five primary school teachers at different stages of their professional development. The aim of the empirical study is to explore the ways and frequency of reflection and the factors that influence its implementation, depth, and effectiveness in pedagogical practice of interviewed teachers. Research focuses on identifying obstacles and opportunities for improving reflection interviewed teachers in primary school, as well as differences in its implementation related to years of teaching experience. Attention is also given to strategies that could support more frequent, systematic, and deeper reflective practice among participants. The findings show that interviewed teachers perceive reflection as a fundamental mechanism for personal and professional growth. It provides insight into patterns of thinking, emotions, responses, and decisions, significantly influencing the quality of teaching, communication, and classroom climate. Interviewed teachers integrate it into practice primarily due to its contribution to professional and personal development. The study indicates that the depth and quality of it deepens with experience. Reflection among novice teachers included in thesis is often more formal and externally driven, while later it becomes self-initiated, in-depth, critical, and complex. These teachers identify challenges in reflective practice, including time constrains, emotional demands, insufficient professional support, and the intertwining of personal and professional life. It contributes to lifelong learning, adoptability, and continuous professional development. Study emphasizes the need for stronger systemic support for reflection, both during teacher education and within school environments. Reflective practice is closely linked to the quality of the educational process. The findings offer insight into reflective practice and provide a basis for training, mentoring, and school-level strategies that support the development of reflective school culture. refleksija učiteljev dejavniki refleksije profesionalni razvoj strokovna podpora stalni strokovni razvoj evalvacija samoevalvacija teacher reflection reflection factors professional development professional support continuous professional development evaluation self-evaluation true false false Slovenski jezik Angleški jezik Magistrsko delo/naloga 2026-04-09 15:23:30 2026-04-09 15:23:43 2026-04-10 04:38:59 0000-00-00 00:00:00 2026 0 0 0000-00-00 NiDoloceno NiDoloceno NiDoloceno 0000-00-00 0000-00-00 0000-00-00 1970-01-01 614619 64426.pdf 64426.pdf 1 024D0D2F3E46F79D4E7879F50C765DF9 e6094aca1bec769c462018a52628f4793e052985f36e6863c2e25e104bf79b06 21badf1c-3417-11f1-b0ab-0050569b8976 https://repozitorij.uni-lj.si/Dokument.php?lang=slv&id=232048 Filozofska fakulteta 0 0 0