Kompetence pedagogov za delo v vzgojno-izobraževalnih ustanovah

Ozvaldič, Mateja (author), Gregorčič Mrvar, Petra (mentor)

V pričujočem delu smo teoretično in empirično analizirali sedanje stanje na področju kompetenc pedagogov za delo v šolski svetovalni službi, s čimer smo želeli utrditi vidike, ki so kakovostni in pripomorejo h kompetentnosti pedagogov in njihovega delovnega mesta, ter opozoriti na vidike, ki se kažejo kot neuspešni in pomanjkljivi na tem področju. Razvoj kompetentnosti pedagogov je, kot zapiše Resman (2014, str. 107) v prvi vrsti res odgovornost stroke in pedagogov samih, pa vendar je ob tem potrebna tudi podpora drugih vse od šolske politike do koncepta dela na nacionalni ravni in na ravni vsake šole, njenega vodstva, pa tudi staršev in učiteljev, s katerimi morajo sodelovati (prav tam). Izhajajoč iz te teze bomo v prvem delu prispevka skušali pokazati, da odgovornost za kompetentnost in razvoj kompetenc ni le v rokah posameznega pedagoga, ampak zavisi tudi od vrsto drugih dejavnikov na ravni sistema in posamezne institucije. V drugem delu pa bomo predstavili izsledke raziskave, s pomočjo katere smo skušali izvedeti, kako pedagogi ocenjujejo svojo lastno kompetentnost in preverjali njihovo mnenje o pomembnosti, ki jo pripisujejo posameznim kompetencam, zajetih v kompetenčnem modelu pedagogov po Staničiću (2001 v Ledić idr. 2013, str. 41), ki smo ga dopolnili in prilagodili za slovenske razmere.

• Language: Slovenian
• Keywords: pedagog, kompetence, šolsko svetovalno delo, kompetenčni model, kompetentnost
• Work type: Master's thesis/paper
• Organization: FF - Faculty of Arts
• Year: 2019
• PID: 20.500.12556/RUL-106392
• Publication date in RUL: 21.02.2019

OZVALDIČ, Mateja, 2019, Kompetence pedagogov za delo v vzgojno-izobraževalnih ustanovah [online]. Master’s thesis. [Accessed 19 May 2025]. Retrieved from: https://repozitorij.uni-lj.si/IzpisGradiva.php?lang=eng&id=106392

Secondary language

• Language: English
• Title: The competences of pedagogue's for work in educational institutions

Abstract

In the following thesis work, we have analysed the current situation in the field of pedagogue competency applied to a position in the school counselling service in a theoretical and empirical manner, with which we wanted to consolidate aspects which are of high quality and contribute to the pedagogue's competency and their workplace, also drawing attention to the aspects that appear to be unsuccessful and inadequate in this field. The development of the pedagogue's competency, as Resman (2014, p. 107) states, is primarily the responsibility of the profession and the pedagogue's themselves, however, it also requires the support of others- from the school policy to the concept of work on a national level and on the level of each school individually, its leadership, as well as the parents and teachers with whom they have to work together (on the spot). Developing from this thesis, in the first part of the paper, we will try to show that the responsibility for competency and its development lies not only in the hands of an individual pedagogue, but also depends on a series of alternative factors on the level of the system and its individual institutions. In the second part, we will present the results of the research, with the help of which we tried to find out how the pedagogues assess their own competency and review their opinion on the importance attached to the individual competences covered in the competency model for pedagogues, according to Staničić (2001 in Ledić et al., 2013, p. 41), which was supplemented and adapted to the Slovenian field.

• Keywords: pedagogue, competences, school counseling, competency model, competency