{"title":"Profesionalna orijentacija kao dio poslova stručnog suradnika pedagoga","authors":"Rozana Petani, Ana Marija Iveljić, P. Sikirić","doi":"10.15291/AI.3207","DOIUrl":null,"url":null,"abstract":"There is no man who has not at least once in his life encountered decisions of professional choice on continuing education or employment. Such decisions can largely determine his future, his material and social position, and thus the future of the wider community. Given this, it is very important that the educational system responds well to the challenges of professional development. In the period of completion of primary and secondary school, students are faced with decisions making that can determine their future and life. Therefore, educational institutions in cooperation with the family and other factors of professional orientation have a key role in helping students in solving problems they encounter in choosing a profession or further education. School pedagogue should professionally inform and advise students, taking into account their specifics, preferences, interests and abilities, at the same time aware of the constant changes that occur in the labor market where certain professions are dying out, but also new ones are emerging. Therefore, precisely because of this, the role of the school pedagogue in the field of professional orientation is extremely important and valuable, especially in those schools where the pedagogue is the only professionalist. The aim of this paper was to examine the opinion and experiences of school pedagogues on the implementation of professional orientation programs for students in primary and secondary schools in the city of Zadar. The research was conducted by the qualitative method of semi-structured interview. The results showed that school pedagogues are aware of the importance of achieving professional orientation, and they use various methods and forms of work in the implementation of professional orientation programs. Furthermore, the research showed that there are minor differences in the work of professional orientation with regard to the type of institution and the work experience of pedagogues. The differences mainly arise with regard to the commitment, initiative, attitudes, values and motivation of school pedagogues in the implementation of professional orientation programs. In addition, the implementation of vocational guidance programs requires direct work with students and cooperation with teachers, parents, the Employment Service and other external and internal factors of vocational guidance.","PeriodicalId":7189,"journal":{"name":"Acta Informatica","volume":null,"pages":null},"PeriodicalIF":0.4000,"publicationDate":"2021-02-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":"0","resultStr":null,"platform":"Semanticscholar","paperid":null,"PeriodicalName":"Acta Informatica","FirstCategoryId":"94","ListUrlMain":"https://doi.org/10.15291/AI.3207","RegionNum":4,"RegionCategory":"计算机科学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"Q4","JCRName":"COMPUTER SCIENCE, INFORMATION SYSTEMS","Score":null,"Total":0}
引用次数: 0
Abstract
There is no man who has not at least once in his life encountered decisions of professional choice on continuing education or employment. Such decisions can largely determine his future, his material and social position, and thus the future of the wider community. Given this, it is very important that the educational system responds well to the challenges of professional development. In the period of completion of primary and secondary school, students are faced with decisions making that can determine their future and life. Therefore, educational institutions in cooperation with the family and other factors of professional orientation have a key role in helping students in solving problems they encounter in choosing a profession or further education. School pedagogue should professionally inform and advise students, taking into account their specifics, preferences, interests and abilities, at the same time aware of the constant changes that occur in the labor market where certain professions are dying out, but also new ones are emerging. Therefore, precisely because of this, the role of the school pedagogue in the field of professional orientation is extremely important and valuable, especially in those schools where the pedagogue is the only professionalist. The aim of this paper was to examine the opinion and experiences of school pedagogues on the implementation of professional orientation programs for students in primary and secondary schools in the city of Zadar. The research was conducted by the qualitative method of semi-structured interview. The results showed that school pedagogues are aware of the importance of achieving professional orientation, and they use various methods and forms of work in the implementation of professional orientation programs. Furthermore, the research showed that there are minor differences in the work of professional orientation with regard to the type of institution and the work experience of pedagogues. The differences mainly arise with regard to the commitment, initiative, attitudes, values and motivation of school pedagogues in the implementation of professional orientation programs. In addition, the implementation of vocational guidance programs requires direct work with students and cooperation with teachers, parents, the Employment Service and other external and internal factors of vocational guidance.
期刊介绍:
Acta Informatica provides international dissemination of articles on formal methods for the design and analysis of programs, computing systems and information structures, as well as related fields of Theoretical Computer Science such as Automata Theory, Logic in Computer Science, and Algorithmics.
Topics of interest include:
• semantics of programming languages
• models and modeling languages for concurrent, distributed, reactive and mobile systems
• models and modeling languages for timed, hybrid and probabilistic systems
• specification, program analysis and verification
• model checking and theorem proving
• modal, temporal, first- and higher-order logics, and their variants
• constraint logic, SAT/SMT-solving techniques
• theoretical aspects of databases, semi-structured data and finite model theory
• theoretical aspects of artificial intelligence, knowledge representation, description logic
• automata theory, formal languages, term and graph rewriting
• game-based models, synthesis
• type theory, typed calculi
• algebraic, coalgebraic and categorical methods
• formal aspects of performance, dependability and reliability analysis
• foundations of information and network security
• parallel, distributed and randomized algorithms
• design and analysis of algorithms
• foundations of network and communication protocols.