34 KB143 KB31 KB200820262010Ivanuš-Grmek, MilenaObran, Monikaštevilka:1letnik:3str. 19-32COBISSID:17648648ISSN:1855-4431URN:URN:NBN:SI:doc-PTNWXFOTslPedagoška fakultetaRevija za elementarno izobraževanjeizobraževanje učiteljevLifelong learningprofesionalni razvojrazredni poukrefleksijastrokovna usposobljenostučiteljivseživljenjsko učenjevzgoja in izobraževanjeProfesionalni razvoj učiteljev razrednega pouka| Professional development of class teachers|The article discusses what teachers think about their current knowledge, their further education and further professional development. The theoretical part presents what the professional development of a teacher means, when it begins and which models of professional development have already been researched. Furthermore, a discussion is included about why every teacher should take care of their professional development, which consequentially, influences the development of their personalities. The goal of the empirical part was to research the class teachers' opinions about their current knowledge and experience. Furthermore, research was done on the extent that the teachers are aware of the importance of lifelong learning and their ways of taking care of their professional development. A discussion is included on whether there is a difference between a teachers' education and their period of employment. The method of gathering information for the results was used by means of a questionnaire, which consisted of 15 statements in the form of a 5-level scale. Descriptive and causal-non-experimental methods of pedagogical research were usedV članku je predstavljeno, kako učitelji gledajo na znanje, ki ga že imajo, in na nadaljnje izobraževanje, nadaljnjo skrb za profesionalni razvoj. V teoretičnem delu je predstavljeno, kaj je profesionalni razvoj učitelja, kdaj se začne, kateri modeli profesionalnega razvoja so raziskani. Zapisano je tudi, zakaj naj bi učitelj skrbel za svoj profesionalni razvoj, ki posledično vpliva tudi na osebnostni razvoj posameznika. Namen empiričnega dela je bil, ugotoviti, kakšna stališča imajo učitelji razred nega pouka o že pridobljenem znanju in izkušnjah, v kolikšni meri se učitelji zavedajo pomena vseživljenjskega učenja ter kako in če skrbijo za profesionalni razvoj. Raziskava je tekla v smeri, ali obstajajo razlike med končano izobrazbo in delovno dobo učiteljev razred nega pouka. Za ugotavljanje tega je bila uporabljena metoda zbiranja podatkov z anketnimi vprašalniki, ki so obsegali 15 trditev v obliki petstopenjske lestvice. Uporabljena je bila deskriptivna in kavzalno neeksperimentalna metoda pedagoškega raziskovanjaTEXTznanstveno časopisjejournalsSlovenian National E-content AggregatorNational and University Library of SloveniaUniverza v Mariboru, Pedagoška fakulteta