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Title:
Formativno spremljanje kot dejavnik profesionalnega razvoja vzgojitelja
Authors:
ID
Bračun Mlačnik, Iris
(Author)
ID
Košir, Katja
(Mentor)
More about this mentor...
Files:
MAG_Bracun_Mlacnik_Iris_2021.pdf
(1,16 MB)
MD5: EE9A730FD5D2AE6165059A1D8290B2BE
PID:
20.500.12556/dkum/e2df533f-957c-41ee-bf5e-4d8266fe5d3f
Language:
Slovenian
Work type:
Master's thesis/paper
Typology:
2.09 - Master's Thesis
Organization:
PEF - Faculty of Education
Abstract:
Profesionalni razvoj vzgojitelja predstavlja vseživljenjsko učenje, ki vzgojitelju omogoča stalno pridobivanje in razvijanje različnih spretnosti ter veščin, s katerimi lahko krepi svoje strokovno delovanje. Na profesionalni razvoj vzgojitelja vplivajo številni dejavniki. Mednje spadajo tudi sodobni pristopi učenja in poučevanja, ki jih danes razumemo kot pomemben vidik pridobivanja znanja in kompetenc vseživljenjskega učenja. Številni vzgojitelji svojo lastno prakso raziskujejo in poglabljajo z vpeljevanjem elementov formativnega spremljanja. Namen magistrskega dela je bil raziskati, kako vzgojiteljice zaznavajo vpliv formativnega spremljanja na lasten profesionalni razvoj. Zanimalo nas je predvsem, kako vzgojitelji v svoji praksi razumejo in izvajajo formativno spremljanje in kako to sodoloča njihov profesionalni razvoj. V empiričnem delu smo izvedli kvalitativno raziskavo na namenskem vzorcu petih vzgojiteljic, ki imajo izkušnje z izvajanjem formativnega spremljanja. Z rezultati raziskave smo ugotovili, da se vzgojiteljice zavedajo pomembnosti profesionalnega razvoja in da formativno spremljanje pozitivno vpliva na njihovo strokovno rast. Vzgojiteljice z vpeljevanjem formativnega spremljanja aktivno vključujejo otroke v proces dela in jih posledično bolje razumejo, poglobljeno reflektirajo in evalvirajo lasten napredek in napredek otrok, bolje medsebojno sodelujejo, akcijsko raziskujejo in širijo primere dobre prakse. Vzgojiteljice menijo, da ima formativno spremljanje pomembno vlogo v njihovem poklicnem razvoju.
Keywords:
vzgojitelj
,
profesionalni razvoj
,
dejavniki profesionalnega razvoja
,
formativno spremljanje
,
vseživljenjsko učenje
Place of publishing:
Maribor
Publisher:
[I. Bračun Mlačnik]
Year of publishing:
2021
PID:
20.500.12556/DKUM-78585
UDC:
374.7:37.011.3-051(043.2)
COBISS.SI-ID:
53756419
NUK URN:
URN:SI:UM:DK:S3RT6FQV
Publication date in DKUM:
11.03.2021
Views:
1361
Downloads:
424
Metadata:
Categories:
PEF
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Vancouver
:
BRAČUN MLAČNIK, Iris, 2021,
Formativno spremljanje kot dejavnik profesionalnega razvoja vzgojitelja
[online]. Master’s thesis. Maribor : I. Bračun Mlačnik. [Accessed 19 March 2025]. Retrieved from: https://dk.um.si/IzpisGradiva.php?lang=eng&id=78585
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Licences
License:
CC BY-NC-ND 4.0, Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International
Link:
http://creativecommons.org/licenses/by-nc-nd/4.0/
Description:
The most restrictive Creative Commons license. This only allows people to download and share the work for no commercial gain and for no other purposes.
Licensing start date:
21.01.2021
Secondary language
Language:
English
Title:
Formative Monitoring as a Factor in the Professional Development of a Preschool Teacher
Abstract:
The professional development of a preschool teacher is represented by lifelong learning, which enables the preschool teacher to constantly acquire and develop various skills and abilities with which he can strengthen his professional activity. The professional development of a preschool teacher is influenced by many factors. Including modern approaches to learning and teaching, which today are understood as an important aspect of acquiring knowledge and competencies of lifelong learning. Many preschool teachers explore and deepen their own teaching practice by introducing elements of formative monitoring. The purpose of the master's thesis was to explore how preschool teachers perceive the impact of formative monitoring on their own professional development. The main concern of the thesis is how preschool teachers understand and implement formative monitoring in their practice and how this determines their professional development. In the empirical part a qualitative study on a purposive sample of five preschool teachers, who have experience with the implementation of formative monitoring, was conducted. The results of the study showed that preschool teachers are aware of the importance of professional development and that formative monitoring has a positive effect on their professional growth. By introducing formative monitoring, preschool teachers actively involve children in the work process and consequently better understand them, deeply reflect and evaluate their own progress and the progress of children, better cooperate with each other, do action research and spread examples of good practice. Preschool teachers believe that formative monitoring plays an important role in their professional development.
Keywords:
preschool teacher
,
professional development
,
factors of professional development
,
formative monitoring
,
lifelong learning
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