Teachers\u27 opinion on practice

Praktično pedagoško usposabljanje ima velik pomen pri začetnem profesionalnem razvoju študenta, pri pridobivanju kompetenc bodočega vzgojitelja, prav tako je to tudi priložnost študenta za učenje v avtentičnem učnem okolju. Diplomsko delo je sestavljeno iz dveh delov, in sicer iz teoretičnega in empiričnega. V prvem delu sem se osredotočila na izobraževanje strokovnih delavcev in njihov profesionalni razvoj – predstavljene so faze profesionalnega razvoja. V nadaljevanju sem pojasnila pojme, kot so izkušenjsko učenje, kompetence mentorjev, kompetence študentov in zgodovinski pregled PPU na slovenskih tleh. V diplomskem delu sem analizirala pomen PPU študentov in študentk ter opisala vrste in potek PPU na Pedagoški fakulteti Ljubljana v obdobju 2011–2014, ko sem fakulteto obiskovala tudi sama. V drugem, empiričnem delu, želim s pomočjo kvantitativne raziskave pridobiti mnenja vzgojiteljic in vzgojiteljev (mentorjev študentom na praksi) o pomenu PPU za študente predšolske vzgoje in raziskati njihova mnenja o nalogah in težavah, s katerimi se soočajo kot mentorji študentom na praksi. Rezultati raziskave so pokazali, da se mentorji zavedajo pomembnosti pomena PPU. Mentorji poudarjajo predvsem pridobivanje praktičnih izkušenj, ki jih je mogoče pridobiti le na konkretnem delovnem mestu, v avtentičnem okolju, v realnih delovnih razmerah. Mentorji so na splošno zadovoljni s sodelovanjem s PeF v Ljubljani, želeli pa bi si še več dodatnih izobraževanj in povratnih informacij o svojem delu. Mentorji so potrdili, da je njihov prispevek na vseh vsebinskih področjih zelo visok. Podobne rezultate je pokazala tudi diplomska raziskava, saj so mentorji izrazili največjo potrebo po dodatnem izobraževanju ravno na področju razsežnosti mentorske vloge, kar še dodatno priča o zavedanju mentorjev o pomembnosti PPU. Vzgojitelji so prav tako izpostavili, da bi si želeli daljšo prakso, kot tudi to, da bi študenti imeli več znanja s področja kurikuluma.Practical pedagogical training is crucial at the beginning of the student’s professional developmentthe student acquires a set of skills which are necessary for the work of a childcare worker and is also given an opportunity to work in an authentic learning environment. The thesis consists of a theoretical and an empirical part. In the first part I focus on the education of kindergarten teachers, their professional growth and describe the phases of such growth. Then I present empirical learning, mentor, competences of a student and conclude with an overview of the history of practical training in Slovenia. In the thesis the importance of practical training is analysed, the types of training are listed and its process of work in Ljubljana from 2011 to 2014 when I attended the Faculty of Pedagogy is described. In the second, empirical part, I use quantitative research to explore the opinions of pedagogues — mentors about students’ practical work, about the significance of practical training for students of pre-school education and to research their views regarding tasks and problems they face when mentoring students. The results of the research show that mentors realise how important practical pedagogical training is. They agree attaining practical experience is of paramount importance only attainable in an authentic work environment and real work conditions. Mentors are generally satisfied with their cooperation with Faculty of Pedagogy, but wish to take part in additional training programs and also to be given more feedback on their work. They are aware of the significance of their work in all areas of education. Similar results were shown in the research where mentors expressed their wish to receive more training in mentoring, which further proves they are fully aware of how significant practical pedagogical training is. The pedagogues pointed out duration of practical training should be prolonged and wished students to gain more knowledge of the curriculum