Pogledi specialnih in rehabilitacijskih pedagogov na izobraževanje kot dejavnik profesionalnega razvoja : diplomsko delo

Đaković, Lea (author), Valenčič Zuljan, Milena (mentor)

Namen diplomskega dela je bilo raziskati, kakšni so pogledi specialnih in rehabilitacijskih pedagogov na izobraževanje kot dejavnik profesionalnega razvoja in na programe nadaljnjega izobraževanja in usposabljanja, ki so namenjeni vsem strokovnim delavcem v vzgoji in izobraževanju. V prvem delu smo opredelili profesionalni razvoj ter predstavili različne modele profesionalnega razvoja pedagoških delavcev. Raziskali smo različne dejavnike in njihov vpliv na profesionalni razvoj, pri čemer smo se osredotočili predvsem na izobraževanje kot eden izmed dejavnikov profesionalnega razvoja. Opredelili smo pojem kariere in temeljne pojme, povezane z izobraževanjem in usposabljanjem. V drugem delu smo prikazali rezultate empirične raziskave, v kateri je sodelovalo 102 specialnih in rehabilitacijskih pedagogov. Podatke smo zbrali s pomočjo anketnega vprašalnika. Zanimalo nas je, kakšna pojmovanja imajo specialni in rehabilitacijski pedagogi o profesionalnem razvoju, kolikšno pomembnost pripisujejo različnim dejavnikom, ki vplivajo nanj, kakšno je njihovo mnenje o ponudbi programov nadaljnjega izobraževanja in usposabljanja ter katera dodatna znanja na posameznih področjih še želijo pridobiti. Zanimalo nas je tudi, koliko izobraževanj obiščejo na leto ter v kolikšni meri jim nova znanja, spretnosti pomagajo pri neposrednem delu z učenci. Želeli smo tudi ugotoviti, kolikšno pomembnost pripisujejo kolegialnemu učenju – izmenjavi znanj in izkušenj med sodelavci. Raziskava je pokazala, da kar 70,3 % specialnih in rehabilitacijskih pedagogov profesionalni razvoj pojmuje kot nenehno učenje in izobraževanje, največji vpliv na profesionalni razvoj pa pripisujejo pozitivni klimi na šoli. 64,4 % specialnih in rehabilitacijskih pedagogov je srednje zadovoljnih s ponudbo programov nadaljnjega izobraževanja in usposabljanja. Specialni in rehabilitacijski pedagogi opozarjajo, da so vsebine izobraževanj premalo naravnane na poučevanje otrok s posebnimi potrebami. Največ dodatnega znanja si želijo na področju vzgojne problematike. V enem letu se v povprečju udeležijo dveh izobraževanj. Večina anketiranih se udeleži izobraževanj zaradi želje po pridobitvi novih praktičnih usmeritev za delo z učenci s posebnimi potrebami. Raziskava je tudi pokazala, da 37,6 % specialnih in rehabilitacijskih pedagogov pogosto uporabi nova znanja in spretnosti, pri svojem neposrednem pedagoškem delu z učenci s posebnimi potrebami. Večina anketiranih sicer meni, da je nova znanja in spretnosti potrebno posredovati sodelavcem, hkrati pa 38,6 % specialnih in rehabilitacijskih pedagogov ostalim kolegom posreduje nova znanja le občasno.

• Language: Slovenian
• Keywords: specialni in rehabilitacijski pedagogi, profesionalni razvoj
• Work type: Undergraduate thesis
• Typology: 2.11 - Undergraduate Thesis
• Organization: PEF - Faculty of Education
• Publisher: [L. Đaković]
• Year: 2015
• Number of pages: IX, 86 str., [19] str. pril.
• PID: 20.500.12556/RUL-70783
• UDC: 376-051(043.2)
• COBISS.SI-ID: 10558025
• Publication date in RUL: 10.07.2015

Secondary language

• Language: English
• Title: Special education teachers' views about education as a factor of professional development

Abstract

The goal of degree was to research the views of special education teachers on education as a contributing factor to the professional development and on the further education and training programmes. In the first part we defined the notion of professional development and presented different models of the professional development of teachers. We researched different factors that affect the professional development and centred mainly on education as one of the contributing factors of professional development. We defined the concept of a career and other fundamental notions that are related to education and training. In the second part we presented the results of the empirical research in which 102 special education teachers participated. We gathered the information using a questionnaire. We were particularly interested in the understanding and beliefs that special education teachers have about the professional development and how important different contributing factors are to them. We were also interested in their opinion on the offers of further education and training programmes, and which areas of additional expertise would they be interested in. We wanted to know how many seminars they go to each year and to what extent does the newly obtained knowledge help them with their everyday direct contact with children. We also wanted to know if they find important to exchange knowledge and experience with their colleagues. The research showed that 70,3 % of special education teachers define professional development as constant learning and life-long education. They believe that the most important contributing factor to the professional development is a positive atmosphere at their work environment in school. 64,4 % of special education teachers are somewhat content with the range of offers in further education and training, but they draw attention to the fact that the contents of these seminars and trainings are not always useful in educating children with special needs. They wish for more additional education and training in the area of disciplining children. Special education teachers on average attend two educational seminars per year, most of them attend these seminars because they wish to obtain new practical knowledge for working with children with special needs. The research also shows that 37,6 % of special education teachers often use the new knowledge and skills in their direct work with children with special needs. The majority of participants believe that the new knowledge and skills should be shared with their colleagues, while 38,6 % of special education teachers share their knowledge only occasionally.