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Title:AVTONOMIJA VZGOJITELJEV V VRTCU
Authors:Točaj, Katja (Author)
Vršnik Perše, Tina (Mentor) More about this mentor... New window
Files:.pdf MAG_Tocaj_Katja_2015.pdf (598,48 KB)
 
Language:Slovenian
Work type:Master's thesis/paper (mb22)
Typology:2.09 - Master's Thesis
Organization:PEF - Faculty of Education
Abstract:Avtonomija je eno izmed pomembnejših načel vzgojno-izobraževalnega sistema. Njena kompleksnost in celovitost se lahko proučuje iz različnih področij znotraj institucionalne predšolske vzgoje. Avtonomija vrtca ne vključuje le avtonomije ravnatelja, vzgojitelja, staršev in otrok ampak se povezuje z avtonomijo širše lokalne in državne skupnosti, avtonomija vseh omenjenih dejavnikov pa je medsebojno izrazito prepletena. V teoretičnem delu naloge so v prvem delu izpostavljena teoretična izhodišča opredelitve avtonomije iz vidika šolskega sistema, sociopsihološkega vidika ter iz vidika zgodovinskih sprememb. V nadaljevanju je izpostavljena avtonomija vzgojitelja. Na vzgojiteljevo kvalitetno in uspešno delo poleg avtonomije pomembno vplivata še odgovornost ter profesionalni razvoj posameznika, ki se odražajo v vzgojiteljevem vsakdanjem delu, pri načrtovanju in izvajanju pedagoškega dela ter na področju dela s starši. Pri zagotavljanju in krepitvi vzgojiteljeve avtonomije ima pomembno vlogo tudi ravnatelji, ki ob spoštovanju in potrjevanju uspehov zaposlenih, pozitivno vpliva na medsebojno povezanost, organiziranost, sodelovanje, komunikacijo, motivacijo itd. V empiričnem delu so predstavljeni rezultati raziskave, katere namen je bil raziskati kako vzgojitelji v vrtcih razumejo in opredeljujejo pojem avtonomije ter kakšna je njihova ocena splošnega počutja v vrtcu ter ocena njihove avtonomije na področju načrtovanja in izvajanja vzgojno-izobraževalnega dela, sodelovanja v projektih, izobraževanjih ter na področju sodelovanja s starši. Rezultati kažejo, da se vzgojitelji čutijo avtonomne na vseh področjih njihovega dela ter da se počutje zaposlenih povezuje z njihovim zaznavanjem avtonomije pri načrtovanju vzgojno-izobraževalnega dela, na področju profesionalnega razvoja ter dela s starši. Če povzamemo, se torej vzgojitelji pri svojem delu čutijo avtonomne, kar vliva na njihovo počutje ter zadovoljstvo na delovnem mestu
Keywords:avtonomija, vzgojitelj vodja oddelka, vzgojitelj pomočnik, vrtec, vodstvo
Year of publishing:2015
Publisher:[K. Točaj]
Source:Maribor
UDC:373.2.011.3-051(043.2)
COBISS_ID:21530888 Link is opened in a new window
NUK URN:URN:SI:UM:DK:63UIJZXY
Views:2229
Downloads:316
Metadata:XML RDF-CHPDL DC-XML DC-RDF
Categories:PEF
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Secondary language

Language:English
Title:AUTONOMY OF KINDERGARTEN TEACHERS
Abstract:Autonomy is one of the more important principals of the educational system. Its complexity and integrity can be studied from different areas within the institutional preschool education. Autonomy of the kindergarten does not involve only the autonomy of the principal, kindergarten teacher, parents and children, but also connects with the autonomy of the wider local and state community, and the autonomy of all mentioned factors is mutually very intertwined. In the theoretical part of the thesis, the first part focuses on theoretical basis of autonomy from the point of view of the school system, socio-psychological point of view and the point of view from the historical changes. Furthermore the thesis focuses on the autonomy of the kindergarten teacher. Kindergarten teacher’s quality and successful work are, besides autonomy, influenced in a big part by responsibility and professional development of the individual, which reflect in the teacher’s everyday work, planning and executing pedagogical work as well as in the area of cooperating with parents. Ensuring and strengthening the teacher’s autonomy is also an important task for principals who, by respecting and acknowledging the successful work of employees, positively influence mutual connection, organization, cooperation, communication, motivation etc. In the empirical part of the thesis I have presented the results of the research, whose purpose was to discover how kindergarten teacher’s understand and define the concept of autonomy, what is their assessment of general well-being in the kindergarten and the assessment of their autonomy in the area of planning and executing the educational work, cooperation in projects, education and in cooperating with parents. The results show that teacher’s feel autonomous on all fields of their work and that the well-being of employees is connected with their perception of autonomy when planning educational work, in the area of professional development and cooperation with parents. If we summarize the results of the research, we see that kindergarten teachers feel autonomous at their work, which influences their well-being and satisfaction at their work place.
Keywords:autonomy, kindergarten teacher, assistant kindergarten teacher, kindergarten, management


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