| Abstract | U svrhu profesionalizacije zanimanja odgojitelja potreban je konstantan rad, istraživanja i mijenjanje prakse. Profesionalni razvoj odgojitelja mora biti definiran sustavnim i kontinuiranim aktivnostima, usmjerenih na osobni i kolektivni razvoj odgojno-obrazovne ustanove, ali i cijelog odgojno-obrazovnog sustava.
Ovaj rad ima za cilj prikazati značaj uloge refleksivne prakse u profesionalnom razvoju odgojitelja. U prvom dijelu rada govorit će se o odgojiteljskoj profesiji u povijesti. Nadalje se govori o odgojiteljskoj profesiji i profesionalnom razvoju odgojitelja, te na posljetku o refleksivnoj praksi kao jednom od iznimno važnih čimbenika za profesionalni razvoj odgojitelja.
Mnogi autori (Hammerslay, 2002; Schön, 1990; Young i Lucas, 1999 i mnogi drugi) naglašavaju važnost refleksivne prakse i cjeloživotnog obrazovanja u svrhu profesionalnog usavršavanja. Uz formalno obrazovanje, vrlo je važno ići u korak s vremenom, novim saznanjima na području odgoja i obrazovanja predškolske djece. Autori (Schon, 1990; Bolton, 2001; Elliott, 1990; Young i Lucas, 1999; Bleakly, 1999 i mnogi drugi) govore o važnosti holističkog pristupa u razvoju i usavršavanju odgojitelja. S godinama se mijenjala odgojno-obrazovna praksa pa se isto tako mijenjaju načini učenja i obrazovanja odgojitelja. Kako odgojitelj sam, tako i cijela odgojno-obrazovna institucija moraju propitivati, promišljati, mijenjati ono što nije dobro te razvijati ono što je dobro, a sve u svrhu kvalitetnijeg rada odgojno-obrazovne ustanove i što je najvažnije, kvalitetnijeg „življenja“ djece u dječjim vrtićima. Na prvom je mjestu dijete, stoga je nužno obrazovanje, kontinuirani rad i učenje, te (samo)refleksija kako bismo djetetu pružili najbolje što možemo kako bi se razvilo u samosvjesnu i samopouzdanu osobu. Odgojitelj ima mnoge uloge u vrtiću, a jedna od njih je omogućiti djeci da žive učeći i učeći žive.
Uz inicijalno obrazovanje odgojitelja, za njegov profesionalni razvoj važna je, dakle, refleksivna praksa, time jačanje profesionalnih kompetencija, cjeloživotno obrazovanje (formalno i/ili neformalno), provođenje akcijskih istraživanja i suradnja sa stručnjacima (kako u ustanovi, tako i izvan ustanove) te s roditeljima djece. |
| Abstract (english) | In order to professionalize the profession of educator, constant work, research and changing practice are needed. The professional development of educators must be defined by systematic and continuous activities, aimed at the personal and collective development of the educational institution, but also of the entire educational system.
This paper aims to show the significance of the role of reflective practice in the professional development of educators. The first part of the paper will talk about the teaching profession in history. Furthermore, the teacher's profession and the professional development of educators are discussed, and finally, reflective practice is discussed as one of the extremely important factors for the professional development of educators.
Many authors (Hammerslay, 2002; Schön, 1990; Young and Lucas, 1999 and many others) emphasize the importance of reflective practice and lifelong learning for the purpose of professional development. In addition to formal education, it is very important to keep up with the times, with new knowledge in the field of upbringing and education of preschool children. Authors (Schon, 1990; Bolton, 2001; Elliott, 1990; Young and Lucas, 1999; Bleakly, 1999 and many others) talk about the importance of a holistic approach in the development and training of educators. Educational practice has changed over the years, so the ways of learning and educating educators have also changed. Just as the educator himself, so the entire educational institution must question, reflect, change what is not good and develop what is good, all for the purpose of better quality work of the educational institution and, most importantly, better "life" of children in children's kindergartens. The child comes first, therefore education, continuous work and learning, and (self)reflection are necessary in order to give the child the best we can so that it develops into a self-aware and self-reliant person. The educator has many roles in the kindergarten, and one of them is to enable the children to live by learning and by learning to live.
In addition to the initial education of educators, reflective practice is important for his professional development, thereby strengthening professional competences, lifelong education (formal and/or informal), conducting action research and cooperation with experts (both in the institution and outside the institution) and with the parents of the children. |
