Vloga obdobja pripravništva pri pridobivanju kompetenc za poučevanje slovenščine : doktorska disertacija

Šebjanič Oražem, Maja (avtor), Krakar-Vogel, Boža (mentor)

Temeljni namen raziskave Vloga obdobja pripravništva pri pridobivanju kompetenc za poučevanje slovenščine je bil iskati odgovor na vprašanje, ali je pripravništvo učiteljev slovenščine ustrezno kakovostno, torej tako, da v njem zadovoljivo razvijajo profesionalne kompetence za samostojno poučevanje slovenščine kot maternega/prvega jezika. Doktorska disertacija je zgrajena iz dveh večjih delov: teoretičnega in empiričnega. Teoretični del smo razdelili na tri večja poglavja. V prvem poglavju, ki smo ga poimenovali Obdobje pripravništva učiteljev, smo s pomočjo analize zakonskih predpisov ter strokovnih in znanstvenih virov opredelili obdobje pripravništva in raziskali, kako cilje in pogoje pridobivanja profesionalnih kompetenc za poučevanje opredeljujejo naši sistemski zakonski predpisi, predlogi in priporočila pristojnih organov Evropske unije ter strokovna in znanstvena literatura s proučevanega področja. Drugo poglavje smo naslovili Profesionalne kompetence učitelja. V njem smo navedli uveljavljene delitve učiteljskih kompetenc na splošne oziroma generične, to je predmetno neodvisne, in predmetnospecifične. Znotraj slednjih smo opredelili in natančno opisali predmetnospecifične kompetence za poučevanje slovenščine, ki smo jih v raziskavi podrobneje proučevali. Tretjemu poglavju smo dali naslov Razvijanje profesionalnih kompetenc učiteljev slovenščine v obdobju pripravništva v šolskem okolju in v njem predstavili dejavnike pripravništva - ravnatelja, šolski kolektiv in mentorja. Slednjemu smo posvetili nekoliko več prostora in ga natančneje raziskali. Empirični del smo razdelili na pet poglavij, v prvem poglavju smo natančneje opredelili naš raziskovalni problem, v drugem pa opisali metodologijo raziskovanja. V tretjem poglavju smo prikazali analizo podatkov in interpretirali rezultate raziskave. Ugotavljali smo uresničevanje ciljev pripravništva učiteljev slovenščine z vidika mnenj pripravnikov ter ocene in stališča mentorjev o usposobljenost pripravnikov za samostojno poučevanje slovenščine. Na podlagi analize smo v četrtem poglavju strnili poglavitne raziskovalne ugotovitve v luči zastavljenih raziskovalnih hipotez in podali predloge izboljšanje sedanjega modela pripravništva. S pomočjo izsledkov naše raziskave smo sistemizirali in celostno definirali predmetnospecifične kompetence za poučevanje slovenščine ter oblikovali vzorčni primer priročnika programa pripravništva za učitelje slovenščine. Analiza sistemskih aktov (pravilnikov in druge dokumentacije, ki urejajo pripravništvo v Sloveniji) in smernic strokovne literature s področja organizacije uvajanja začetnikov in vstopanjem v učiteljski poklic oziroma pripravništva je pokazala, da ti predpisujejo splošne formalne in vsebinske pogoje pripravništva (trajanje, potek, formalno usposabljanje, strokovni izpit in podobno), vsebinskih plati profesionalnega razvoja, kamor sodijo predmetnospecifične kompetence glede na program in predmet, pa se dotikajo le površinsko. Iz tega razloga smo podali predloge, kako bi se dalo te sistemske vrzeli zapolniti. Z našo raziskavo smo ugotovili, da šolsko okolje (vodstvo, kolektiv, predmetni aktiv) premalo podpira oziroma spodbuja usvajanje predmetnospecifičnih kompetenc za poučevanje slovenščine in s tem pripravnikov profesionalni razvoj, ampak bolj sledi aktualnim pragmatičnim potrebam šolskega dela. Tako smo sklepali na podlagi mnenja pripravnikov, da večino dejavnosti opravili na lastno pobudo, sledil je nasvet mentorja in nato drugo. Kot veliko oviro pri usvajanju profesionalnih kompetenc za poučevanje slovenščine pripravniki vidijo še v volonterstvu oziroma neplačanem delu. Pripravniki v našem vzorcu so imeli dobre izkušnje z mentorjevo organizacijsko skrbjo in moralno podporo, manj pa s spodbujanjem v ravnanje in v poglobljeno refleksijo o uresničevanju profesionalnih kompetenc. Poročali so namreč, da so bili na večino dejavnosti pozorni na lastno pobudo, manj pa po nasvetu mentorja. To lahko kaže na dobro osveščenost in zavedanje pripravnikov o pomembnosti posameznih predmetnospecifičnih kompetenc (temeljne strokovne usposobljenosti učitelja, usposobljenosti učitelja za poučevanje po metodičnem sistemu šolske interpretacije in po metodi celostne obravnave neumetnostnega besedila) ali dovolj dobro (teoretično) pripravljenost pripravnikov na poučevanje ali kot dejstvo, da so mentorji bolj človeška, kolegialna kakor didaktična opora pripravnikom. V zvezi s tem pa se je pokazala kontradiktornost podatkov, in sicer pripravniki mentorjevo usposobljenost za opravljanje ključnih nalog mentorja v obdobju pripravništva in mentorjeve profesionalne kompetence ocenjujejo kot odlične, za večino dejavnosti pri posameznih vidikih profesionalnih kompetenc za poučevanje slovenščine pa menijo, da so jih izvedli na lastno pobudo. V nasprotju s tem pa mentorji menijo, da imajo pripravniki dobro strokovno teoretično znanje, a da jim manjkajo celosten pogled na kurikul in učni načrt ter izkušnje, zaradi česar potrebujejo več spodbude pri načrtovanju in izvedbi pouka. Mentorji zaradi tega svojo vlogo vidijo bolj aktivno kakor pripravniki, saj menijo, da so njihove spodbude pripravnikom pri izvedbi dejavnosti na posameznih področjih profesionalnih kompetenc, ki je njihova šibkejša točka, kakovostne. V strokovni literaturi in v predpisih sistemskih aktov nismo zasledili konkretnih smernic za mentorje, kako naj usvajanje predmetnospecifičnih kompetenc poteka, zato smo na podlagi izsledkov naše raziskave oblikovali vzorec programa pripravništva za pripravnike slovenščine in priročnika s poudarkom na razvijanju tistih profesionalnih, zlasti specialnodidaktičnih kompetenc, ki so v praksi manj upoštevane.

• Jezik: Slovenski jezik
• Ključne besede: didaktika književnosti, didaktika jezika, poučevanje jezika, predmetnospecifične kompetence, učitelji, pripravništvo, pripravnik, mentor, slovenščina, doktorsko delo
• Vrsta gradiva: Doktorska disertacija
• Tipologija: 2.08 - Doktorska disertacija
• Organizacija: FF - Filozofska fakulteta
• Kraj izida: Ljubljana
• Založnik: [M. Šebjanič Oražem]
• Leto izida: 2016
• Št. strani: 236 str.
• PID: 20.500.12556/RUL-99883
• UDK: 37.091:331.361.2:811.163.6
• COBISS.SI-ID: 61191010
• Datum objave v RUL: 19.02.2018

Sekundarni jezik

• Jezik: Angleški jezik

Izvleček

The main purpose of the research The role of the apprenticeship in acquiring competences for teaching Slovene was to investigate whether the apprenticeship training for teachers of Slovene is of such a quality that would allow the apprentices to sufficiently develop their professional competences in order to autonomously teach Slovene as a mother tongue/the first language. A doctoral dissertation is made up of two major parts: theoretical and empirical. Theoretical part is divided into three major chapters. In the first chapter titled The apprenticeship period, by analysing our legal regulations and scientific professional sources, we have defined the apprenticeship period and explored how the goals and conditions for acquiring professional teaching competences are defined by our legal regulations, proposals and recommendations by the bodies of EU and in professional and scientific literature of the research area. The second chapter is named Teacher's professional competences. There we have indicated the established divisions of teacher's competences into general or generic, that is subject-independent and subject-specific. Within the latter we have identified and accurately depicted subject-specific competences for teaching Slovene. The third chapter Development of professional competences for teachers of Slovene during the apprenticeship period in the school environment presents the agents of an apprenticeship - principal, school staff and mentor. The latter is given extra space and a thorough study. Empirical part is divided into five chapters. The first chapter defines the research problem more precisely, the second one outlines the research methodology. In the third chapter we have demonstrated data analysis and interpreted the research results. Here, we were evaluating achievements of the apprenticeship goals for teachers of Slovene based on the opinions and views of mentors regarding apprentices' competences for autonomous teaching of Slovene. Based on the analysis the fourth chapter summarizes the main research findings in the light of the research hypotheses and gives proposals for improvement of the current model of an apprenticeship. Using the results of our research, we systematize and comprehensively define subject-specific competences for teaching Slovene and create a model example of the manual guide for the apprenticeship program for the teachers of Slovene. The analysis of the systemic acts (regulations and other documents governing apprenticeships in Slovenia) and guiding principles found in the scientific literature on managing apprenticeship and school-to-work transition has shown the existence of general procedural and substantive requirements for apprenticeship (duration, framework, formal training, examination and the like) while contextualized aspects of professional development, that is subject-specific competences related to the program and the subject, are being dealt with only vaguely. For this reason, we have proposed suggestions how to fill in these systemic gaps. The study has found that the school environment (management, staff, working groups) insufficiently supports or encourages the acquisition of subject-specific competences for teaching Slovene and thus apprentices' professional development, but rather follows pragmatic requirements of the current school work. Based on the opinions of the apprentices we draw a conclusion that most of the work is done self-initially, followed by the work initiated by the mentor's advice and then other. A major obstacle in acquiring professional competences for teaching Slovene apprentices see in volunteering or unpaid work. Apprentices from our sample experienced a proper organizational care and a moral support from their mentors and a less proper encouragement for a thorough contemplation of professional competences. They reported that they were mostly active on their own initiative, rather than on their mentors'. This may indicate high apprentices' knowledge and awareness of individual subject-specific competences (basic teacher professional qualifications, teacher qualifications for using the methodical system of school interpretation and the method of comprehensive treatment of non-fiction texts) or good enough (theoretical) preparedness of apprentices for teaching or it may reveal that the mentors represent more human and collegial support rather than didactic support to their trainees. In the light of this we have noticed some contradicting evidence, namely apprentices rate their mentors' competences for carrying out key tasks and quality work as excellent while still believing that most of the professional work related to teaching Slovene are done on their own initiative. In contrast the mentors believe that the apprentices possess a profound theoretical knowledge but they lack an overall view of the curriculum and planning as well as the experience, so what they need is more incentive in lesson planning and teaching itself. As a result mentors perceive their role as more active than the trainees observe it believing their incentives for trainees' activities aimed at getting professional competences, which is their weakest point, are at a high standard. In the professional literature and in the regulations of the system acts we have not traced specific guidelines for mentors on how the acquiring of subject-specific competences is done. Therefore we have designed a sample of an apprenticeship program and a training manual with an emphasis on developing those professional, especially specific-didactic competencies, which are neglected in practice.