izpis_h1_title_alt

Pomen vzgojiteljeve rezilientnosti za njegov profesionalni razvoj
Sečnik, Anja (Avtor), Valenčič Zuljan, Milena (Mentor) Več o mentorju... Povezava se odpre v novem oknu

URLURL - Predstavitvena datoteka, za dostop obiščite http://pefprints.pef.uni-lj.si/6405/ Povezava se odpre v novem oknu

Izvleček
V današnji, hitro spreminjajoči se družbi, potekajo spremembe na kulturnem, gospodarskem in tehnološkem področju, kar vpliva tudi na spremenjeno poklicno vlogo vzgojiteljev. Slednja postaja kompleksnejša in poleg vzgoje otrok zahteva tudi kakovostno sodelovanje s starši in širšim okoljem. Vzgojitelji so postavljeni pred različne interese, zahteve in pričakovanja, ki so si lahko celo v nasprotju, učitelji se soočajo z visokimi zahtevami in pričakovanji, kar seveda velja tudi za vzgojitelje. Svoje delo naj bi opravljali učinkovito in ekonomično, s čim manj sredstvi. Visoka pričakovanja, da bodo učitelji nosilci vzgoje in blažilci socialne neenakosti, ne morejo biti izpolnjena brez stalnega profesionalnega razvoja pedagoških delavcev (Valenčič Zuljan idr., 2011). Enako velja tudi za vzgojitelje. Vzgojiteljev profesionalni razvoj je pomemben zaradi njega samega, da vsak posameznik razvije svoje sposobnosti, svoja šibka in močna področja ter se nauči spretno komunicirati in se ustrezno odzivati na različne konfliktne situacije v poklicu. Profesionalni razvoj posameznikov v vzgojno-varstveni instituciji prispeva h gradnji učeče se skupnosti, v kateri vlada sodelovalna kultura in pozitivna klima ter obratno, oblikovanje učeče se skupnosti predstavlja pomembno podlago za profesionalni razvoj zaposlenih. Pomembno vlogo pri tem ima vodstvo. Opravljanje pedagoškega poklica je lahko v današnji družbi zelo stresno, vodi lahko v popuščanje, stres in izgorelost, zato je pomembno načrtno razvijanje rezilientnosti – odpornosti na stres in vseživljenjsko prožnost. V teoretičnem delu magistrskega dela bomo opredelili profesionalni razvoj vzgojitelja, predstavili nekatere modele profesionalnega razvoja in projekt VITAE, ki je longitudinalna študija o dejavnikih uspešnosti učiteljev v svojem poklicu. Opredelili bomo stres, opisali njegove učinke na ljudi in se osredotočili na rezilientnost. Pojem bomo opredelili, opisali razvoj raziskav o rezilientnosti in njen pomen za profesionalni razvoj vzgojitelja. V empirični raziskavi nas je zanimalo, kateri dejavniki vplivajo na profesionalni razvoj vzgojitelja, kaj jim povzroča stres in kateri dejavniki vplivajo na njegovo rezilientno odzivanje. Uporabili smo kvalitativni raziskovalni pristop in deskriptivno metodo pedagoškega raziskovanja. V raziskavo je bilo vključenih 13 vzgojiteljic predšolskih otrok z različnim številom let delovne dobe. Raziskava je med drugim pokazala vzgojiteljeve ocene vpliva posameznih dejavnikov profesionalnega razvoja. Vzgojiteljice so med dejavniki profesionalnega razvoja izpostavile pomen refleksije. Izvedeli smo, da so vzgojiteljice v večini zadovoljne s svojim poklicem, ki je po njihovi presoji dokaj stresen. Nekatere od njih so izrazile namero za opustitev poklica. Velik pomen pri profesionalnem razvoju vzgojitelja imajo, po mnenju v raziskavo vključenih vzgojiteljic, posameznikove osebnostne lastnosti: samoiniciativnost, odzivanje, aktivna učna drža, odprtost za spremembe in novosti ter karakter. Z raziskavo smo ugotovili, da na rezilientno odzivanje vpliva posameznikovo doživljanje in premagovanje stresa v poklicu.

Jezik:Slovenski jezik
Ključne besede:profesionalni razvoj
Vrsta gradiva:Magistrsko delo/naloga (mb22)
Tipologija:2.09 - Magistrsko delo
Organizacija:PEF - Pedagoška fakulteta
Leto izida:2020
COBISS.SI-ID:28253955  Povezava se odpre v novem oknu
Število ogledov:66
Število prenosov:21
Metapodatki:XML RDF-CHPDL DC-XML DC-RDF
 
Skupna ocena:(0 glasov)
Vaša ocena:Ocenjevanje je dovoljeno samo prijavljenim uporabnikom.
:
Objavi na:AddThis
AddThis uporablja piškotke, za katere potrebujemo vaše privoljenje.
Uredi privoljenje...

Sekundarni jezik

Jezik:Angleški jezik
Naslov:Importance of prescholl teachers resilience for his professional development
Izvleček:
In today’s rapidly changing society, the transformations are taking place in the field of culture, economy and technology, which also affects the changed professional role of preschool teachers. Their role is becoming more and more complex; in addition to raising children, quality cooperation with parents and with the wider environment is also required. Preschool teachers are faced with different interests, requirements and expectations that may even conflict. Teachers are confronted with high requirements and expectations, which also applies to preschool teachers. In general, teachers are expected to work effectively and economically, with as little resources as possible. High expectations that teachers should be educators and buffers against social inequality, cannot be fulfilled without the constant professional development of teaching staff (Valenčič Zuljan et al, 2011). This also applies to preschool teachers. The preschool teacher’s professional development is important for their own sake, so that every individual develops his or her abilities, strong and weak points, learns effective communication and reacts appropriately to different conflict situations in the profession. The professional development of individuals in the context of educational institution contributes to the building of a learning community that includes a collaborative culture and a positive climate. The opposite is also true; the creation of a learning community is an important basis for the professional development of staff in which its leadership plays a crucial role. In today’s society, practicing the teaching profession can be very stressful and can lead to stress, burnout and gradual loss of interest for working. Therefore, it is important to deliberately develop resilience – that is, resistance to stress and lifelong flexibility. The theoretical part of the master’s thesis defines the professional development of a preschool teacher, presents some models of professional development and the VITAE project, which is a longitudinal study on the factors of teachers’ performance in their profession. We will define stress, its impact on people and focus on resilience. We will identify the term and describe the development of resilience research and its importance for the professional development of a preschool teacher. The empirical part describes the factors that: influence the professional development of a preschool teacher, cause them stress and affect their resilient response. The empirical part is based on a qualitative research approach and a descriptive pedagogical research method. 13 preschool teachers with varying years of service were involved in the study which, among other things, showed how the participants assess the impact of single factors of professional development. Female preschool teachers underlined the importance of reflection among the factors of professional development. The results of the study also showed that the participants are mostly contented with their profession, which is, according to their opinion, quite stressful. Some of the participants expressed their intention to leave the profession. According to the respondents in the survey, personal qualities are of great importance for the professional development of a preschool teacher. Such traits are: a sense of iniciative, responsiveness, active learning attitude, openness to change and novelty and the character of a preschool teacher. The study found that the resilient response is influenced by the individual’s experience and stress management in the profession.

Ključne besede:professional development

Podobna dela

Podobna dela v RUL:
Podobna dela v drugih slovenskih zbirkah:

Komentarji

Dodaj komentar

Za komentiranje se morate prijaviti.

Komentarji (0)
0 - 0 / 0
 
Ni komentarjev!

Nazaj