Osebna pojmovanja vzgojiteljev predšolskih otrok o učenju otrok v vrtcu

Malnar, Uta (author), Polak, Alenka (mentor)

V diplomskem delu sem raziskovala osebna pojmovanja vzgojiteljev predšolskih otrok o učenju otrok v vrtcu. Osebna pojmovanja vzgojiteljev predšolskih otrok so individualne predstave, pogledi, stališča in vrednote, ki se dotikajo določenega področja predšolske vzgoje, vzgojiteljem pa predstavljajo vodilo za načrtovanje in izvajanje dejavnosti v vrtcu. Osebna pojmovanja vzgojiteljev se povezujejo v kompleksne strukture, ki jih imenujemo subjektivne teorije. Osnovni cilj diplomskega dela je bil raziskati in ugotoviti, kakšna so osebna pojmovanja in iz njih sestavljene subjektivne teorije vzgojiteljev predšolskih otrok o učenju in poučevanju otrok v vrtcu ter kateri dejavniki so vplivali na takšna osebna pojmovanja. Na podlagi spoznanj iz strokovne literature sem oblikovala anketni vprašalnik in v empiričnem delu ugotavljala, kakšna so osebna pojmovanja in subjektivne teorije vzgojiteljev predšolskih otrok o učenju in poučevanju otrok oz. izvajanju pedagoškega dela. Ugotavljala sem tudi, katere oblike učenja in poučevanje oz. izvajanje dejavnosti vzgojitelji najpogosteje uporabljajo ter katere oblike in metode dela oz. didaktične pristope uporabljajo pri svojem delu. Zanimalo me je, kako vzgojitelji razumejo načelo aktivnega učenja otrok v vrtcu, vlogo vzgojitelja pri procesu aktivnega učenja v vrtcu in kaj je za anketirane vzgojitelje spodbudno okolje za aktivno učenje v vrtcu. V raziskavo je bilo vključenih 70 vzgojiteljic in vzgojiteljev predšolskih otrok iz različnih vrtcev po Sloveniji. Iz dobljenih rezultatov anketnih vprašalnikov sem ugotovila, da se osebna pojmovanja učenja in poučevanja anketiranih vzgojiteljev spreminjajo v želeni smeri od nižjih osebnih pojmovanj k višjim, kompleksnejšim, novim ravnem osebnih pojmovanj, od tradicionalnega modela učenja in poučevanja k sodobnim, aktivnejšim modelom. Ugotovila sem, da se osebna pojmovanja anketirancev oblikujejo in spreminjajo v smeri pojmovanj na višji kognitivni ravni, kjer je opredelitev učenja in poučevanja širša kot pa le kopičenje znanja.

• Language: Slovenian
• Keywords: osebna pojmovanja
• Work type: Bachelor thesis/paper
• Typology: 2.11 - Undergraduate Thesis
• Organization: PEF - Faculty of Education
• Year: 2016
• PID: 20.500.12556/RUL-84835
• COBISS.SI-ID: 11136073
• Publication date in RUL: 09.09.2016

Secondary language

• Language: English
• Title: Preschool teachers’ personal conceptions about children's learning in kindergarten

Abstract

The preschool teachers personal’ conceptions are individual notions, views, opinions and values that concern a certain field of preschool education and represent guidelines for planing and executing kindergarten activities to teachers. Preschool teachers’ personal conceptions are connected into complex structures, that we call subjective theories. The basic goal of the dissertation was to investigate, and find out what the preschool teachers personal conceptions and the subjective theories about learning and teaching kindergarten children are, and what factors influenced such personal conceptions. I was also interested in how the preschool teachers understand the principle of active teaching of kindergarten children, and how they perceive the role of a teacher (what is their role) in the process of teaching children in kindergarten. On the basis of findings from scientific writings I designed a questionnaire and, in the empiric part, tried to figure out what the preschool teachers personal conceptions and subjective theories about studying and teaching children or carrying out activities in kindergarten are. I also wanted to find out what forms of studying and teaching or carrying out activities the teachers most often use, and what forms and methods/didactic approach they use in their work. I was interested in how teachers perceive the principle of active teaching of children in kindergarten, the role of the teacher in the process of active teaching in kindergarten and what is the most encouraging environment for active teaching in kindergarten for the teachers who filled out the questionnaire. From the gathered results from the questionnaires I found out, that the personal conceptions of teaching of those who filled out the questionnaire, are moving in the desired direction, from more basic personal conceptions towards higher, more complex and newer levels of personal conception, from the traditional model of teaching towards modern, more active models. I found out, that the personal conceptions of the teachers who filled out the questionnaire form and change in the direction of those on a higher cognitive level, where the definition of teaching is broader than just hoarding knowledge.

• Keywords: personal conceptions