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Special education teachers' views about education as a factor of professional development

Lea Đaković (2015) Special education teachers' views about education as a factor of professional development. Diploma thesis.

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    The goal of degree was to research the views of special education teachers on education as a contributing factor to the professional development and on the further education and training programmes. In the first part we defined the notion of professional development and presented different models of the professional development of teachers. We researched different factors that affect the professional development and centred mainly on education as one of the contributing factors of professional development. We defined the concept of a career and other fundamental notions that are related to education and training. In the second part we presented the results of the empirical research in which 102 special education teachers participated. We gathered the information using a questionnaire. We were particularly interested in the understanding and beliefs that special education teachers have about the professional development and how important different contributing factors are to them. We were also interested in their opinion on the offers of further education and training programmes, and which areas of additional expertise would they be interested in. We wanted to know how many seminars they go to each year and to what extent does the newly obtained knowledge help them with their everyday direct contact with children. We also wanted to know if they find important to exchange knowledge and experience with their colleagues. The research showed that 70,3 % of special education teachers define professional development as constant learning and life-long education. They believe that the most important contributing factor to the professional development is a positive atmosphere at their work environment in school. 64,4 % of special education teachers are somewhat content with the range of offers in further education and training, but they draw attention to the fact that the contents of these seminars and trainings are not always useful in educating children with special needs. They wish for more additional education and training in the area of disciplining children. Special education teachers on average attend two educational seminars per year, most of them attend these seminars because they wish to obtain new practical knowledge for working with children with special needs. The research also shows that 37,6 % of special education teachers often use the new knowledge and skills in their direct work with children with special needs. The majority of participants believe that the new knowledge and skills should be shared with their colleagues, while 38,6 % of special education teachers share their knowledge only occasionally.

    Item Type: Thesis (Diploma thesis)
    Keywords: special education teachers, professional development, models of professional development, factors of profesional development, further education and training programmes
    Number of Pages: 86
    Language of Content: Slovenian
    Mentor / Comentors:
    Mentor / ComentorsIDFunction
    red. prof. dr. Milena Valenčič ZuljanMentor
    Link to COBISS: http://www.cobiss.si/scripts/cobiss?command=search&base=50126&select=(ID=10558025)
    Institution: University of Ljubljana
    Department: Faculty of Education
    Item ID: 2818
    Date Deposited: 14 May 2015 11:26
    Last Modified: 14 May 2015 11:26
    URI: http://pefprints.pef.uni-lj.si/id/eprint/2818

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