Professional development of teachers and educators at the beginning of their career

V diplomski nalogi z naslovom Profesionalni razvoj učiteljev in vzgojiteljev na začetku kariere obravnavamo eno najpomembnejših obdobij v karieri učitelja oziroma vzgojitelja - to je čas, ko prvič nastopimo službo. V literaturi se to obdobje obravnava kot eno najbolj stresnih v poklicni karieri, ki ga avtorji slikovito opisujejo z besednimi zvezami kot so stopnja preživetja, šok resničnosti, boleč začetek in podobno. V prvem, teoretičnem delu naloge, so predstavljene osnovne značilnosti profesionalnega razvoja kariere učitelja oz. vzgojitelja, in sicer kako 0 ta poteka, kaj nanj vpliva in kakšen je njegov pomen. Kakšno je dejansko stanje, smo preverili med pripravniki, ki opravljajo pripravništvo v slovenskih šolah in vrtcih. S pomočjo ankete, izvedene med pripravniki vzgojitelji in pripravniki profesorji razrednega pouka, smo pridobili podatke o tem, kako doživljajo svoj vstop v poklic, s kakšnimi težavami se srečujejo in katere naloge jim povzročajo največ težav. Ker pri profesionalnem razvoju, še zlasti v času pripravništva, igra pomembno vlogo tudi mentor, smo skušali izvedeti, koliko njegove pomoči pripravniki potrebujejo in ali menijo, da je njegova pomoč zadostna. Kakšni so načrti pripravnikov v bodoče, je bilo zadnje in morda najpomembnejše vprašanje, ki smo jim ga zastavili. Profesionalni razvoj je namreč kontinuiran proces, ki naj se nikoli ne bi ustavil.In my diploma work titled Professional development of teachers and educators at the beginning of their career one of the most important periods in teachers\u27 or educators\u27 career is presented – this is the time of the first employment. In literature, this period is treated as one of the most stressful stages in one\u27s professional career, vividly described by different authors as the level of survival, the reality shock, the painful beginning etc. In the first, theoretical part, the basic characteristics of teachers\u27 or educators\u27 career development are presented, namely the course of the career, what it is influenced by and what its meaning is. The actual situation was examined among trainees practising at Slovene schools and kindergartens. The survey carried out among educator and teacher trainees provided the information about their experiences of entering their profession, the difficulties and the most demanding tasks they confronted with. Since mentor\u27s role is very important for professional development, especially during the period of traineeship, we wanted to find out how much help trainees needed and if mentor\u27s help was sufficient. . The question of trainees\u27 future plans was the last and perhaps the most important question for future teachers and educators. Professional development is indeed a continuing process which should never be finished