Primerjalna analiza timskega dela v vrtcih in šolah : diplomsko delo

Bjelajac, Nataša (avtor), Polak, Alenka (mentor)

V svojem diplomskem delu sem ugotavljala in primerjala timsko delo v vrtcu in šoli. Zanimalo me je sodelovanje med vzgojiteljico in pomočnico vzgojiteljice v vrtcu ter učiteljico in vzgojiteljico v šoli. Timsko delo je oblika aktivnosti, kjer si udeleženci oz člani neposredno delijo vloge in naloge in so med seboj enakovredni. Pri tem je potrebno poudariti, da se med seboj razlikujejo v znanju, spretnostih in sposobnostih. Imajo različno stopnjo strokovne usposobljenosti, motivacije za delo in seveda različne delovne navade. Če želi tim uspešno delovati, je potrebno medsebojno sodelovanje, dobra komunikacija in medsebojna povezanost članov. Timsko delo sestavljajo tri etape: timsko načrtovanje, timsko poučevanje in timsko evalvacijo. Timsko delo v oddelku vrtca poteka že zelo dolgo, vendar so imele v preteklosti vzgojiteljice in pomočnice vzgojiteljice zelo različne in medsebojno ločene naloge. Z vpeljavo Kurikuluma za vrtce so se naloge spremenile, tako da naj bi skupaj načrtovali dejavnosti, jih izvajali in tudi evalvirali. S spremembo šolske zakonodaje v slovenskih osnovnih šolah je posledično prišlo do sprememb tudi v načinu poučevanja. Timsko delo izvajata tako v prvem razredu učiteljica razrednega pouka in vzgojiteljice predšolskih otrok, kot druga strokovna delavka. V teoretičnem delu diplomskega dela opredeljujem, kaj je timsko delo, kako delujejo timi, posebnosti timskega dela in primerjava timskega dela med vrtcem in šolo. Namen raziskave je analizirati značilnosti timskega dela v vrtcu in šoli ter ju primerjati med seboj. Posebej me je zanimalo timsko delo med vzgojiteljico in pomočnico vzgojiteljice v vrtcu ter timsko delo med učiteljico in vzgojiteljico v šoli. Zanimalo me je tudi kako delujejo timi v obeh delovnih okoljih. Osrednji cilj diplomskega dela je preveriti, kako je organizirano timsko delo v vrtcu in šoli, kdo pri njem sodeluje, kako strokovni delavci izvajajo vse tri etape timskega dela, v čem se člani tima dopolnjujejo, kako si razdelijo naloge, kako tim sodeluje s straši. Zanimalo me je tudi ali se člani tima počutijo formalno enakopravne in ali imajo občutke enakovrednosti ter katere prednosti in slabosti timskega dela prepoznavajo pri svojem delu. Na podlagi teoretičnih izhodišč in postavljenih raziskovalnih vprašanj sem oblikovala anketni vprašalnik, s katerim sem zbrala podatke. V raziskavo sem vključila 100 vzgojiteljic in pomočnic vzgojiteljic, ki so zaposlene v slovenskih vrtcih in 100 učiteljic in vzgojiteljic v 1. razredu v slovenskih OŠ.

• Jezik: Slovenski jezik
• Ključne besede: tim, timsko poučevanje, sodelovanje, učitelj, vzgojiteljica, pomočnica vzgojiteljice
• Vrsta gradiva: Diplomsko delo
• Tipologija: 2.11 - Diplomsko delo
• Organizacija: PEF - Pedagoška fakulteta
• Založnik: [N. Bjelajac]
• Leto izida: 2015
• Št. strani: 159 str.
• PID: 20.500.12556/RUL-70790
• UDK: 373.2:303.823.4(043.2)
• COBISS.SI-ID: 10559561
• Datum objave v RUL: 10.07.2015

Sekundarni jezik

• Jezik: Angleški jezik
• Naslov: Comparative analysis of team work in kindergartens and schools

Izvleček

The thesis work I determined and compared the team work in kindergarten and school. I was interested in cooperation between a preschool teacher and an assistant preschool teacher and a primary school teacher and a preschool teacher at school. The participants and members of the team directly share roles and they are equivalent to each other. However, it is necessary to emphasize their difference in knowledge, skills and abilities. They do not have the same level of competence, motivation and work habits. Mutual cooperation and closeness and good communicational skills are necessary factors of successful team work. Team work consists of three stages: team planning, team teaching and team evaluation. In kindergarten the team work has been running for a very long time, but preschool teachers and assistant preschool teachers had different and separate tasks in the past. The introduction of the kindergarten curriculum has changed these tasks. They should jointly plan, implement and evaluate the activities. By changing education legislation in Slovenian primary schools there has also been a change in the mode of teaching. In the first grade the team work is conducted by a primary school teacher and a preschool teacher, as the second professional worker. In the theoretical part of my diploma work I define the team work, describe its special features and compare the team work between the kindergarten and school. The purpose of the study is to analyze the characteristics of the team work in kindergarten and school and compare them with each other. I was particularly interested in the team work between the preschool teacher and assistant preschool teacher in kindergarten and teamwork between the primary school teacher and the preschool teacher at school. I also presented how teams work in both environments. The main aim of my study is to examine: the organization of team work and its participants in kindergarten and school, the implementation of the three stages of team work, the complementation of each other, the division of tasks and their participation with parents. I wrote about formal equality and feelings of equivalence by the members, advantages and disadvantages of team work recognized at their work. I developed a questionnaire based on the theoretical points and set of research questions. In my research I have included 100 preschool teachers and assistant preschool teachers employed in Slovenian kindergartens and 100 primary school teachers and preschool teachers in the 1st grade of Slovenian primary schools.