Perceptimet e edukatoreve lidhur me ndikimin e zhvillimit profesional në arritjen e rezultateve te fëmijët
DOI:
https://doi.org/10.62928/kp.v15i1.6068Abstract
Hulumtimi shqyrton dhe analizon perceptimet e edukatoreve lidhur me ndikimin e zhvillimit të tyre profesional në arritjet e fëmijëve të moshës 3-6 vjeç. Ky hulumtim është realizuar përmes qasjes cilësore, me një dizajn fenomenologjik, me intervista gjysmë të strukturuara për të mbledhur të dhëna. Sipas rezultateve, zhvillimi profesional është faktor shumë i rëndësishëm në përmirësimin e cilësisë pedagogjike të punës së edukatores, duke treguar se trajnimet u kanë përmirësuar vetëbesimin dhe efektivitetin në menaxhimin e klasës, në punën me fëmijët me nevoja të veçanta, kanë ngritur aftësitë e tyre në komunikimin dhe bashkëpunimin me prindërit, përmirësimin e cilësisë së ndërveprimeve me fëmijët, si dhe ndikimin pozitiv në arritjet e fëmijëve.
Edukatoret shfaqin nevojën për mbështetje të vazhdueshme dhe qasje në programe që përshtaten me nevojat e tyre specifike profesionale. Ky studim ka vënë në pah rëndësinë e investimit në programe të qëndrueshme të zhvillimit profesional për edukatoret, duke sugjeruar se një mbështetje e tillë mund të përmirësojë arritjet dhe mirëqenien e fëmijëve të moshës 3-6 vjeç. Rezultatet u ndihmojnë politikave dhe praktikave të reja për të mbështetur zhvillimin profesional të edukatoreve, duke pasur parasysh ndikimin e tij në cilësinë e edukimit të fëmijëve.
Keywords:
arritjet e fëmijëve, perceptimet e edukatoreve, zhvillimi profesional.Downloads
References
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Agjencia e Sigurimit të Cilësisë së arsimit parauniversitar ASCAP. (2024). Manuali i vlerësimit të aktiviteteve të zhvillimit të vazhdueshëm profesional të punonjësve arsimorë. https://www.ascap.edu.al/wpcontent/uploads/2024/10/Manuali-i-vleresimit-te-aktiviteteve-te-ZHVP-se.pdf
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Aliu-Gashi, M. (2018). Identifikimi i nevojave për zhvillim profesional të edukatorëve në Kosovë. Kërkime Pedagogjike, 10(1), 144–172.
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Avalos, B. (2011). Teacher professional development in Teaching and Teacher Education over ten years. Teaching and Teacher Education, 27(1), 10-20. https://doi.org/10.1016/j.tate.2010.10.001
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Hyseni-Duraku, Z. (2021). Edukimi në Fëmijërinë e Hershme: Udhëzime praktike për zhvillimin e programeve cilësore. SN - 978-9928-08-486-6
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Jones, M. S., & Dexter, S. (2018). How teachers learn: Technology in professional development. Journal of Educational Technology, 45(3), 45-57. https://www.researchgate.net/publication/272017146_How_teachers_learn_The_roles_of_formal_informal_and_independent_learning
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Opfer, V. D., & Pedder, D. (2011). Conceptualizing teacher professional learning. Review of Educational Research, 81(3), 376-407. https://doi.org/10.3102/0034654311403256
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Schleicher, A. (2018). Valuing our teachers and raising their status: How communities can help. OECD Publishing. https://www.oecd.org/en/publications/valuingour-teachers-and-raising-their-status_9789264292697-en.html
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Shah, N, H., Abbas, A & Shuja, A. (2021). Effect of Early Childhood Education Training Programmes on Child Development. https://www.researchgate.net/publication/362093906_Effect_of_Early_Childhood_Education_Training_Programmes_on_Child_Development
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Yoon, K. S., Duncan, T., Lee, S. W. Y., Scarloss, B., & Shapley, K. L. (2007). Reviewing the evidence on how teacher professional development affects student achievement. Washington, DC: Office of Educational Research and Improvement. https://www.researchgate.net/publication/234730012_Reviewing_the_Evidence_on_How_Teacher_Professional_Development_Affects_Student_Achievement_Issues_Answers_REL_2007-No_033
References
Agjencia e Sigurimit të Cilësisë së arsimit parauniversitar ASCAP. (2024). Manuali i vlerësimit të aktiviteteve të zhvillimit të vazhdueshëm profesional të punonjësve arsimorë. https://www.ascap.edu.al/wpcontent/uploads/2024/10/Manuali-i-vleresimit-te-aktiviteteve-te-ZHVP-se.pdf
Aliu-Gashi, M. (2018). Identifikimi i nevojave për zhvillim profesional të edukatorëve në Kosovë. Kërkime Pedagogjike, 10(1), 144–172.
Avalos, B. (2011). Teacher professional development in Teaching and Teacher Education over ten years. Teaching and Teacher Education, 27(1), 10-20. https://doi.org/10.1016/j.tate.2010.10.001
Creswell, J. W. (2007). Qualitative inquiry and research design: Choosing among five approaches (2nd ed.). Sage Publications, Inc. Google Scholar. https://revistapsicologia.org/public/formato/cuali2.pdf
Darling-Hammond, L. (2017). The right to learn: A blueprint for creating schools that work. Jossey-Bass. https://www.wiley.com/enus/The+Right+to+Learn%3A+A+Blueprint+for+Creating+Schools+That+Work-p-9780787959425
Guskey, T. R. (2002). Professional development and teacher change. Teachers and Teaching: Theory and Practice, 8(3), 381-391. DOI:10.1080/135406002100000512
Harrison, S, et al. (2022). The challenges and needs of professional teacher training. https://unlimited.hamk.fi/ammatillinen-osaaminen-ja-opetus/the-challengesand-needs-of-professional-teacher-training/
Hattie, J. (2009). Visible learning: A synthesis of over 800 meta-analyses relating to achievement. Routledge. https://www.routledge.com/Visible-Learning-ASynthesis-of-Over-800-Meta-Analyses-Relating-toAchievement/Hattie/p/book/9780415476188?srsltid=AfmBOooVjlEJyrRCfx4JMJJm4kalXYF0cQIeJDkP86N0jxoxzNSC3A3G
Hohmann, M., & Weikart, D. P. (2002). Active Learning: The Way Children Construct Knowledge.Journal of At-Risk Issues, 8(1), 25-28. https://trinitypreschoolsc.org/wpcontent/uploads/Active_Learning_The_Way_Children_Construct_Knowledge-1.pdf
Hyseni-Duraku, Z. (2021). Edukimi në Fëmijërinë e Hershme: Udhëzime praktike për zhvillimin e programeve cilësore. SN - 978-9928-08-486-6
Jones, M. S., & Dexter, S. (2018). How teachers learn: Technology in professional development. Journal of Educational Technology, 45(3), 45-57. https://www.researchgate.net/publication/272017146_How_teachers_learn_The_roles_of_formal_informal_and_independent_learning
Kagan, S. (). Kagan Structures and Learning Together: What is the Difference? https://www.kaganonline.com/free_articles/dr_spencer_kagan/275/KaganStructures-and-Learning-Together-What-is-the-Difference
Kennedy, A. (2019). Policy changes and their impact on teacher professional development. Journal of Teacher Education, 70(1), 20-32. https://ies.ed.gov/ncee/edlabs/regions/southwest/pdf/rel_2007033.pdf
Opfer, V. D., & Pedder, D. (2011). Conceptualizing teacher professional learning. Review of Educational Research, 81(3), 376-407. https://doi.org/10.3102/0034654311403256
Schleicher, A. (2018). Valuing our teachers and raising their status: How communities can help. OECD Publishing. https://www.oecd.org/en/publications/valuingour-teachers-and-raising-their-status_9789264292697-en.html
Shah, N, H., Abbas, A & Shuja, A. (2021). Effect of Early Childhood Education Training Programmes on Child Development. https://www.researchgate.net/publication/362093906_Effect_of_Early_Childhood_Education_Training_Programmes_on_Child_Development
Yoon, K. S., Duncan, T., Lee, S. W. Y., Scarloss, B., & Shapley, K. L. (2007). Reviewing the evidence on how teacher professional development affects student achievement. Washington, DC: Office of Educational Research and Improvement. https://www.researchgate.net/publication/234730012_Reviewing_the_Evidence_on_How_Teacher_Professional_Development_Affects_Student_Achievement_Issues_Answers_REL_2007-No_033
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