Formativno spremljanje pri delu šolskih svetovalnih delavcev

Tompa, Sara (avtor), Gregorčič Mrvar, Petra (mentor)

Formativno spremljanje je koncept, ki se v zadnjih letih pogosto pojavlja v pedagoških znanstvenih in strokovnih razpravah. V magistrski nalogi nas je zanimalo, kako šolski svetovalni delavci uresničujejo načela in elemente formativnega spremljanja pri izvajanju dejavnosti pomoči in razvojno-preventivnih dejavnostih. V teoretičnem delu smo za začetek opredelili formativno spremljanje, kot ga opredeljujejo različni strokovnjaki na tem področju, in ga umestili v širši vzgojno-izobraževalni kontekst. V nadaljevanju smo predstavili pet temeljnih elementov formativnega spremljanja in opisali njihovo uporabo v procesih učenja in poučevanja. Opisali smo tudi tri temeljna načela, ki so jih za naš prostor oblikovali slovenski strokovnjaki s področja formativnega spremljanja, in predstavili kritične pomisleke. V drugem delu smo predstavili vlogo šolske svetovalne službe pri uresničevanju elementov in načel formativnega spremljanja pri razvojno-preventivnih dejavnostih in dejavnostih pomoči. Na koncu teoretičnega dela smo načela in elemente formativnega spremljanja proučevali v kontekstu šolskega svetovalnega dela. Predstavili smo značilnosti svetovalnega procesa, ki ga svetovalni delavec vodi po načelih formativnega spremljanja. Kot pomembno smo izpostavili in opisali tudi sodelovanje svetovalnega delavca z učitelji in razredniki ter predstavili primere uporabe formativnega spremljanja v šolskem svetovalnem delu. V empiričnem delu smo opravili polstrukturirani intervju s strokovno delavko Zavoda Republike Slovenije za šolstvo, ki nam je predstavila koncept formativnega spremljanja najprej v procesih učenja in poučevanja, nato pa še prenos le-tega v šolsko svetovalno delo. Zanimalo nas je, kako je potekalo uvajanje koncepta v pouk, kot so ga zasnovali na Zavodu Republike Slovenije za šolstvo, ter razloge za prenos koncepta v delo šolske svetovalne službe. Prav tako smo opravili štiri polstrukturirane intervjuje s šolskimi svetovalnimi delavkami, ki pri svojem delu uporabljajo koncept formativnega spremljanja. Pri uporabi koncepta v praksi šolskih svetovalnih delavk nas je zanimalo predvsem, kako razumejo koncept, kje so ga prvič spoznale, in kako uporabljajo in uresničujejo načela ter posamezne elemente formativnega spremljanja pri svojem delu. V nadaljevanju nas je zanimalo, kako pomembno je sodelovanje svetovalnih delavcev z učitelji in razredniki za uresničevanje koncepta v razvojno-preventivnih dejavnostih in dejavnostih pomoči ter s kakšnimi prednostmi in ovirami se srečujejo svetovalni delavci pri uporabi koncepta v svojem delu.

• Jezik: Slovenski jezik
• Ključne besede: Formativno spremljanje, šolska svetovalna služba, razvojno-preventivne dejavnosti, dejavnosti pomoči, elementi formativnega spremljanja
• Vrsta gradiva: Magistrsko delo/naloga
• Organizacija: FF - Filozofska fakulteta
• Leto izida: 2023
• PID: 20.500.12556/RUL-144322
• Datum objave v RUL: 14.02.2023

Sekundarni jezik

• Jezik: Angleški jezik
• Naslov: Formative assessment in the work of school counselors

Izvleček

Formative assessment is a concept commonly employed in scientific and professional pedagogic discussions in recent years. This thesis investigates how school counselors are implementing formative assessment principles during their course of developmental-preventative work. The first part of the thesis places the concept of formative assessment, as described various experts in the field, into a wider educational context. Five fundamental principles of formative assessment are then listed and their utilization in education services is described. Additionally, we describe and critically evaluate three fundamentals formulated specifically for our region, by local Slovenian experts on the topic. The second part of the thesis presents the role of the school counselors in realization and implementation of formative assessment in their developmental-preventative and counseling work. The end of the theoretical part investigates the principles and the elements of formative assessment in the context of school counseling work. We present the characteristics of the counseling process that a school counselor conducts according to the formative assessment. As an important feature of this process, we highlight the cooperation of the school counselor with teachers and class teachers and we present examples of formative supervision in school counseling work. In the empirical part of the thesis we conducted a semi structured interview with the specialist from the School board of RS, who presented the concept of formative assessment both in the education process as well as transfer of the concept to the school counseling work. We were interested to investigate how the concept was adopted in classes, as set up by the School board of RS, and the reasons behind including the concept in the work of school counselors. Additionally, we conducted four semi structured interviews with school counselors who employ formative assessment in their work. In this, we were primarily interested in the counselors’ understanding of the concept, where they first encountered it and how they are using and realizing specific elements and principles of formative assessment in their counseling work. Furthermore, we were curious to know how important is the cooperation of the school counselors with teachers in realizing the concept in developmental-preventive as well as counseling work. We were also interested in benefits and drawbacks of using the concept in their work, as perceived by the school counselors.

• Ključne besede: Formative assessment, school counseling, developmental-preventative work, counseling, elements of formative assessment