In the following thesis work, we have analysed the current situation in the field of pedagogue competency applied to a position in the school counselling service in a theoretical and empirical manner, with which we wanted to consolidate aspects which are of high quality and contribute to the pedagogue's competency and their workplace, also drawing attention to the aspects that appear to be unsuccessful and inadequate in this field. The development of the pedagogue's competency, as Resman (2014, p. 107) states, is primarily the responsibility of the profession and the pedagogue's themselves, however, it also requires the support of others- from the school policy to the concept of work on a national level and on the level of each school individually, its leadership, as well as the parents and teachers with whom they have to work together (on the spot). Developing from this thesis, in the first part of the paper, we will try to show that the responsibility for competency and its development lies not only in the hands of an individual pedagogue, but also depends on a series of alternative factors on the level of the system and its individual institutions. In the second part, we will present the results of the research, with the help of which we tried to find out how the pedagogues assess their own competency and review their opinion on the importance attached to the individual competences covered in the competency model for pedagogues, according to Staničić (2001 in Ledić et al., 2013, p. 41), which was supplemented and adapted to the Slovenian field.
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