| Abstract | Potrebe za cjeloživotnim učenjem i obrazovanjem, kao i trajnim profesionalnim razvojem, odnosno stručnim usavršavanjem ključne su za razvoj i napredak društva. Visokokvalitetan odgoj i obrazovanje moguće je postići jedino i isključivo uz kvalitetno obrazovan radni kadar obzirom da upravo on predstavlja unutarnju snagu odgojno-obrazovnih ustanova pa se stoga poseban naglasak stavlja na stručno usavršavanje odgojno-obrazovnih djelatnika. Prema zakonskom okviru, svi odgojno-obrazovni djelatnici, pa tako i stručni suradnici pedagozi, dužni su se kontinuirano stručno usavršavati kroz različite oblike učenja i obrazovanja. Na taj način, oni razvijaju i usavršavaju vlastita znanja i vještine, ali i svojim učenicima usađuju svijest o važnosti cjeloživotnog učenja. Posljednja dva desetljeća učenje se sve više premješta u digitalnu, online sferu pa tako svjedočimo sve većoj digitalizaciji obrazovanja. Uslijed razvoja tehnologije i digitalizacije, stručna usavršavanja također se sve češće pojavljuju u online formi. Osobito je to bilo vidljivo tijekom globalne pandemije COVID-19, a navedena praksa zadržala se i po završetku iste. Ponuda online stručnog usavršavanja vrlo je raznolika i bogata, no to ne znači kako je nužno riječ o kvalitetnom sadržaju. Prethodno provedena istraživanja utvrdila su različite stavove stručnih suradnika pedagoga prema (online) stručnom usavršavanju te potrebu za promjenama u području organizacije, ponude i provedbe istog kako bi ono bilo kvalitetnije i uistinu doprinosilo profesionalnom razvoju pedagoga. Potaknuto navedenim spoznajama, ali i osobnim interesom te iskustvom u području online stručnog usavršavanja, nastalo je ovo istraživanje. Cilj istraživanja bio je ispitati stavove, iskustva te motivaciju stručnih suradnika pedagoga za sudjelovanje u online stručnom usavršavanju. U istraživanju je sudjelovalo 123 stručnih suradnika pedagoga iz osnovnih škola Republike Hrvatske. Uvidom u prikupljene podatke, došlo se do zaključka kako su stručni suradnici pedagozi skloni često se online stručno usavršavati, kako su intrinzično motivirani za sudjelovanje u istom, kako smatraju da je online stručno usavršavanje važan dio profesionalnog razvoja pedagoga te kako procjenjuju da ono ima više prednosti nego nedostataka. |
| Abstract (english) | The need for lifelong learning and education, as well as permanent professional development, i.e., professional training, are crucial for the development and progress of society. High-quality upbringing and education can be achieved only and exclusively with a well-educated workforce because it is precisely this that represents the internal strength of educational institutions and therefore special emphasis is placed on the professional development of educational staff. According to the legal framework, all educational workers, including pedagogues, are obliged to continuously improve their skills through various forms of learning and education. This way, they develop and improve their own knowledge and skills, but also instill in their students an awareness of the importance of lifelong learning. In the last two decades, learning has increasingly moved into the digital, online sphere, so we are witnessing the increasing digitalization of education. Due to the development of technology and digitalization, professional training is also increasingly appearing online. This was particularly evident during the global COVID-19 pandemic and the same practice continued even after it ended. The offer of online professional development is very diverse and rich, but this does not mean that it is necessarily a question of quality content. Previously conducted research determined different attitudes of pedagogues towards (online) professional development and the need for changes in the field of organization, offer and implementation of the same, for it to be of higher quality and truly contribute to the professional development of pedagogues. Motivated by this, but also by personal interest and experience in the field of online professional development, this research was created. The goal of the research was to examine the attitudes, experiences, and motivation of pedagogues for participating in online professional development programs. 123 pedagogues from elementary schools in Republic of Croatia participated in the research. By looking at the collected data, we concluded that pedagogues tend to often participate in online professional development programs, that they are intrinsically motivated to do so, that they consider online professional development programs to be an important part of the professional development of pedagogues and that they estimate that it has more advantages than disadvantages. |
