Uporaba formativnega spremljanja v vzgojnih zavodih in mladinskih domovih : magistrsko delo

Vratanar, Lurd (avtor), Vec, Tomaž (mentor)

Magistrska naloga raziskuje razširjenost uporabe formativnega spremljanja v vzgojnih zavodih in mladinskih domovih. V teoretičnem delu najprej opredelim čustvene in vedenjske motnje ter težave pri otrocih in mladostnikih. Sledi predstavitev vzgojnih zavodov in mladinskih domov v slovenskem prostoru ter vzgojno-izobraževalnih ciljev in načel, v okviru katerih omenjene institucije delujejo. Opišem tudi temeljna izhodišča socialnopedagoškega interveniranja ter na koncu predstavim še koncept formativnega spremljanja. V empiričnem delu sem predstavila raziskavo, ki je temeljila na kombinaciji kvantitativne in kvalitativne metodologije. Vzorec je obsegal 52 vzgojiteljev, ki so izpolnili spletni anketni vprašalnik. Vzorec je bil namenski, vprašalnik pa so lahko izpolnili vsi vzgojitelji, ne glede na njihovo seznanjenost s formativnim spremljanjem. Dodatno sta bila izvedena še dva intervjuja z vzgojiteljema, ki formativno spremljanje pri svojem delu redno uporabljata. Rezultati kažejo, da je formativno spremljanje v mladinskih domovih in vzgojnih zavodih prepoznano kot koristno, a se uporablja pretežno nesistematično in pogosto ostaja na ravni teoretičnega poznavanja. Najpogosteje uporabljena elementa sta povratna informacija in samovrednotenje, medtem ko načrtovanje ciljev in zbiranje dokazov ostajata manj zastopana. Ovire za uporabo vključujejo pomanjkanje časa, zahtevnost prilagajanja in dvome o ustreznosti formativnega spremljanja za delo z ranljivimi skupinami. Kljub temu rezultati potrjujejo potencial formativnega spremljanja za razvoj samostojnosti, odgovornosti in refleksije pri mladih. Ugotovitve raziskave so osvetlile razkorak med teoretičnim poznavanjem formativnega spremljanja in njegovo praktično uporabo ter razkrile konkretne izzive, s katerimi se vzgojitelji soočajo pri njegovem uvajanju. Ugotovitve so nakazale tudi na potrebo po bolj sistematski podpori, usposabljanjih in metodološki prilagoditvi. S tem je magistrsko delo prispevalo k boljšemu razumevanju, kako lahko formativno spremljanje učinkoviteje zaživi znotraj okvirov socialnopedagoškega dela.

• Jezik: Slovenski jezik
• Ključne besede: formativno spremljanje, čustvene in vedenjske težave ter motnje, vzgojni zavodi, mladinski domovi, vzgoja in izobraževanje
• Vrsta gradiva: Magistrsko delo/naloga
• Tipologija: 2.09 - Magistrsko delo
• Organizacija: PEF - Pedagoška fakulteta
• Kraj izida: Ljubljana
• Založnik: L. Vratanar
• Leto izida: 2025
• Št. strani: 119 str.
• PID: 20.500.12556/RUL-170049
• UDK: 37.091.26(043.2)
• COBISS.SI-ID: 241412867
• Datum objave v RUL: 02.07.2025

Sekundarni jezik

• Jezik: Angleški jezik
• Naslov: Use of Formative Monitoring in Correctional Institutions and Youth Care Facilities

Izvleček

This master's thesis explores the prevalence of formative monitoring practices in correctional institutions and youth care facilities. The theoretical part first defines emotional and behavioural difficulties and disorders in children and adolescents. It then presents the institutional framework of correctional institutions and youth care facilities in Slovenia, as well as the educational goals and principles guiding their operation. The thesis also outlines the foundations of social pedagogical intervention and introduces the concept of formative monitoring. The empirical part presents a study based on a combination of quantitative and qualitative methodology. The sample included 52 residential care workers who completed an online questionnaire. The sample was purposive, and the questionnaire was open to all residential care workers, regardless of their familiarity with formative monitoring. Additionally, two interviews were conducted with residential care workers who regularly apply formative monitoring in their practice. The results show that formative monitoring is recognised as a useful educational tool in correctional institutions and youth care facilities, but its use remains largely unsystematic and is often limited to theoretical understanding. The most commonly used elements are feedback and self-assessment, while goal setting and collecting evidence are less represented. Barriers to implementation include lack of time, difficulty balancing group and individual work, and doubts about the method’s suitability for working with vulnerable groups. Despite this, the results confirm the potential of formative monitoring to support the development of independence, responsibility, and reflection in young people. The findings of the research highlighted the gap between theoretical knowledge and practical application of formative monitoring and revealed concrete challenges residential care workers face when implementing it. The study also indicated the need for more systematic support, training, and methodological adaptation. As such, the thesis contributes to a better understanding of how formative monitoring can be effectively integrated into the framework of social pedagogical practice.

• Ključne besede: formative monitoring, emotional and behavioural difficulties and disorders, correctional institutions, youth care facilities