| Abstract | Ovaj rad ima svrhu prikazati zašto je nužno osnivanje Odgojiteljske komore kao tijela koje će unaprijediti profesionalni identitet odgojitelja. Profesionalni identitet obuhvaća osobne stavove o profesiji te stav o važnost svoje uloge unutar sektora djelatnosti, ali i u društvenom kontekstu. Termin profesija pretpostavlja djelatnost koja ima temeljnu ulogu u društvu, a njeni pripadnici ostvaruju ugled i poštovanje zajednice. Formiranje pravila profesije, vrijednosti, granica, autonomno djelovanje te stvaranje zajedničkog jezika ima svrhu jačanja profesionalnog identiteta odgojitelja. Od kraja devedesetih godina sve se više raspravlja o nužnosti podizanja kvalitete sustava ranog i predškolskog odgoja i obrazovanja, kao temelja cjeloživotnog učenja. Odgojno - obrazovni djelatnici, odnosno u slučaju hrvatskog sustava, odgojitelji, ključni su čimbenici kvalitetnog ranog i predškolskog odgoja i obrazovanja. Jačanje profesionalnih kompetencija odgojitelja u ranome i predškolskom odgoju i obrazovanju u obliku inicijalnog obrazovanja, ali i kontinuiranog profesionalnog razvoja nužne su pretpostavke stvaranja, održavanja i poboljšanja u kvaliteti odgojitelja, ali i cijelog sustava. Pregled značajki sustava ranog i predškolskog odgoja i obrazovanja u Europskoj uniji, definicije kvalitete te njihova komparacija s hrvatskim sustavom ima svrhu prikazati koje su to bitne odrednice kvalitetnih profesionalaca te kakav je njihov status u odnosu na opća određenja profesije. Unapređenje profesionalnog identiteta odgojitelja kontinuiran je proces, koji pretpostavlja stalnu kritičku i refleksivnu ulogu, te nužnost prilagodbe na globalne, političke, društvene, ekonomske i tehnološke promjene. Profesionalni identitet odgojitelja nužno je zato razvijati prema konceptu konstruiranja nove profesije, u kojoj je ključni čimbenik stalna samorefleksija odgojitelja i sukonstruiranje znanja temeljenog na refleksiji zajedno sa svim čimbenicima uključenima u sustav ranog i predškolskog odgoja i obrazovanja; djecom, roditeljima, zajednicom i kolegama profesionalcima. Formiranje profesionalnog identiteta obaveza je pripadnika profesije. Odgojitelji magistri s novim spoznajama imaju obvezu i odgovornost osnovati Komoru, formirati pravila i zajedničku komunikaciju prema svim čimbenicima te kontinuirano podizati svijest pripadnika o važnosti svoje uloge, ali i surađivati s različitim nositeljima interesa i aktivno sudjelovati u kreiranju obrazovnih politika i podizanju društvenog statusa odgojitelja. |
| Abstract (english) | This paper has the purpouse to explain why there is a need for establishing Preschool teacher association as a body which will improve professional identity of a preschool teacher. Professional identity encompasses personal attitude about profession and one in connection with it's own importance in the education sector and in the society. The term profession includes activities which have the basic role in the society; It's participants- the professionals, are highly respected with reputation within the community. Establishing the rules of profession, values, limits, autonomous work and creating a common language have the purpouse to strenghten professional identity of a preschool teacher. Since the end of nineties there is more discussion of a necessity of raising quality of early childhood and education care systems, as a foundation for lifelong learning. Strengthening in professional competencies for education staff in early childhood education and care is necessary in initial education but also in the continuous professional development, as a base for creating, maintaining and making quality improvement of preschool teachers and the whole systems. Overview of an elements in early childhood education and care systems in Europe, definitions of quality and their comparison with Croatian system has the purpouse to show the main characteristics of qualitative professionals and their status in relation with profession in general. Strengthening the professional identity of an preschool teacher is continuos proces which assumes constant critical and reflexive thinking and the necessity for adjustment to global, political, social, economic and tehnological changes. Professional identity, thereby, necessarily needs to be developed by the concept of constructing of a new profession whose key proposal are permanent self-reflexion of a preschool teacher and construction of knowledge based on the reflexion with all the participants involved in early childhood education and care systems: children, parents, community and collegues professionals. Forming of professional identity is obligation for participants in profession. Therefore, preschool teachers with MA diploma degree have the duty and obligation to form Association with it's own rules and common language towards every participant in professional association, continuosly raising the awareness about important role of the preschool teacher inside the association and, on the other side, cooperating with various stakeholders actively participating in creating educational politics, and thereby raising the social status of preschool teacher in society. |
