PROUČEVANJE UČITELJEVEGA PROFESIONALNEGA RAZVOJA Z METODO POKLICNE AVTOBIOGRAFIJE - Lobnik, Simona (S. Lobnik, 2010)
Diplomsko delo z naslovom Proučevanje učiteljevega profesionalnega razvoja z metodo poklicne avtobiografije v teoretičnem delu obravnava dejavnike, ki vplivajo na profesionalni razvoj učiteljev med formalnim izobraževanjem, in tiste po formalnem izobraževanju, ter opredeli oblike poklicnega učenja. Teoretični del zajema še natančen opis pedagoškega raziskovanja z avtobiografsko metodo. Namen empiričnega dela je bil ugotoviti, kateri so tisti dejavniki, ki jih učitelji razrednega pouka sami izpostavljajo kot pomembne za svoj profesionalni razvoj, kakšen je položaj učitelja danes, kakšen naj bi bil oz. je dober učitelj ter spoznati, kakšen je njihov pogled o sebi kot učitelju v prihodnosti. Pri raziskovanju je bila uporabljena metoda poklicne avtobiografije. V raziskavi so sodelovale učiteljice razrednega pouka z različnim številom let delovnih izkušenj. Ugotovitve so zaradi slikovitejše ponazoritve odnosa in doživljanja predstavljene v obliki citatov. Ugotovili smo, da se je večina učiteljic za izbiro študija odločila zaradi razlogov iz aspiracije in stereotipov. Na odločitev je vplivala tako pozitivna kot negativna podoba učitelja. Poudarijo pomanjkanje prakse v času študija ter poudarijo vlogo dobrega ali slabega mentorja. Dodatna strokovna izobraževanja so neprekinjen del učiteljevega profesionalnega razvoja. Udeležijo se izpopolnjevanj na močnih ali šibkih področjih njihovih znanj. Veliko dodatnih izobraževanj je zahtevala uvedba devetletke. Poudarjen je primanjkljaj v dodatnem strokovnem izpopolnjevanju za delo z otroki s posebnimi potrebami. Pomemben dejavnik profesionalnega razvoja je dobra šolska klima, ki lahko pozitivno ali negativno vpliva na profesionalno pot učitelja. Prihodnost učitelja zaznamuje strah pred razvrednotenjem tega poklica. SUMMARY The graduation thesis, entitled Examining the Teacher's Professional Development by the Method of Professional Autobiography, in its theoretical part deals with factors that influence teacher's professional development during formal educating and those after it. We also define forms of vocational learning. The theoretical part also includes a detailed description of pedagogical research in autobiographical method. The purpose of the empirical part was to establish, which factors primary school teachers themselves expose as important to their professional development. Our interest is also to find out what is the social status of a teacher today, what it was like in the past, what a good teacher should be like, and what teachers’ views of their professional future are. In the research we have used the method of professional autobiography. The study involves primary school teachers of different teaching experience period. To make findings more illustrative we present also quotations. We have found out, that majority of the female teachers have decided for these particular studies from reasons of aspiration and stereotypes. Positive and negative notions of the teacher image have influenced their decisions. The teachers highlight the lack of practical work during their studies and the importance of a good or a bed mentor. Additional education to gain experience and expertise is a part of teacher’s continuous professional development. Teachers participate in the education after the graduation to improve both, the strong and the weak areas of their skills. In recent years quite a lot of additional educating was needed to fulfill the goals of a new 9-year school system in Slovenia. Teachers feel the shortfall in their abilities to work with children with disabilities. A very important factor in the professional development of a teacher is also a disposition in the working environment, which can affect a teacher positively or negatively. The future of a teacher is marked by a fear of degradation of the profession.