Profesionalno usavršavanje odgojitelja ranog i predškolskog odgoja i obrazovanja u organizaciji udruga

master's thesis

• Title (english): Professional Development of Early Childhood Educators through Civil Associations
• Author: Rebeka Lončar
• Mentor: Edita Slunjski (mentor)
• Mentor: Jasmina Božić (komentor)
• Committee member: Ana Blažević Simić (predsjednik povjerenstva)
• Granter: University of Zagreb; Faculty of Humanities and Social Sciences; (Department of Pedagogy); Zagreb
• Granter: University of Zagreb; Faculty of Humanities and Social Sciences; (Department of Sociology); Zagreb
• Defense date and country: 2023, Croatia
• Scientific / art field, discipline and subdiscipline: SOCIAL SCIENCES; Pedagogy; Early Childhood and Preschool Pedagogy
• Scientific / art field, discipline and subdiscipline: SOCIAL SCIENCES; Sociology; Sociological Methodology

Abstract

Na temelju rezultata prijašnjih istraživanja o profesionalnom usavršavanju odgojitelja ranog i predškolskog odgoja i obrazovanja definiran je problem istraživanja koji polazi od pitanja o potrebi odgojitelja za sudjelovanjem na programima profesionalnog usavršavanja u organizaciji udruga odgojitelja. Cilj je ovog diplomskog rada, s jedne strane, ispitati razloge sudjelovanja i motivaciju odgojitelja za neformalnim usavršavanjem te, s druge strane, istražiti oblike profesionalnih usavršavanja koje realiziraju udruge i kvalitetu istih. Empirijsko kvalitativno istraživanje zasnovano je na polustrukturiranom intervjuu na uzorku od 13 ispitanica, a kodiranje intervjua provedeno je u programu MAXQDA. Pristup analizi podataka temeljio se na tematskoj analizi. Nakon prikupljanja podataka uslijedili su obrada, sažimanje i donošenje zaključaka. Istraživanje je pokazalo kako su neformalni oblici profesionalnog usavršavanja u udrugama osmišljeni na temelju potreba odgojitelja nudeći im prvenstveno seminare i radionice na teme koje su im važne za praksu. Iako su seminari i radionice samo polazište za stjecanje znanja i kompetencija, istraživanje je pokazalo kako odgojitelji u velikoj mjeri imaju pozitivan dojam o navedenim oblicima usavršavanja. Razlozi pristupanju su nezadovoljstvo s formalnim profesionalnim usavršavanjem, zainteresiranost za temu, dobrobit djece, nedostatak podrške u ustanovi u kojoj rade i mogućnost pristupanja novoj zajednici učenja. Zaključuje se kako bi se promjena pedagoške prakse mogla dogoditi organizacijom navedenih oblika profesionalnog usavršavanja, ali uz naglasak na zajedničke rasprave i refleksiju u zajednici učenja pri čemu će predstavljene teorije i strategije dovesti u pitanje znanje i uvjerenje odgojitelja.

Abstract (english)

Based on the results of previous research on the professional development of early and preschool educators, a research problem was defined that starts from the question of the need for educators to participate in professional development programs organized by the association of educators. The aim of this thesis is, on the one hand, to examine the reasons for participation and the motivation of teachers for informal training and, on the other hand, to investigate the forms of professional training provided by associations and their quality. This empirical qualitative research is based on a semi-structured interview with a sample of 13 interviewees, and interview coding was carried out in the MAXQDA program. The approach to data analysis was based on thematic analysis. Data collection was followed by processing, summarizing and drawing of conclusions. The research showed that informal forms of professional training in associations were designed based on the needs of educators, primarily offering them seminars and workshops on topics that are important to them in practice. Although seminars and workshops are only a starting point for acquiring knowledge and competences, research has shown that educators have a largely positive impression of the aforementioned forms of training. Reasons for joining are dissatisfaction with formal professional training, interest in the topic, children's well-being, lack of support in the institution where they work, and the possibility of accessing a new learning community. We conclude that a change in pedagogic practice could happen by organizing the mentioned forms of professional development, but with an emphasis on joint discussions and reflection in the learning community, whereby the presented theories and strategies will call into question the knowledge and beliefs of educators.

• Keywords: profesionalno usavršavanje; odgojitelji; refleksivna praksa; seminari i radionice; udruge
• Keywords (english): professional development; educators; reflective practice; seminars and workshops; associations
• Language: croatian
• URN:NBN: urn:nbn:hr:131:468462
• Study programme: Title: Pedagogy (double major); Study programme type: university; Study level: graduate; Academic / professional title: magistar/magistra pedagogije (magistar/magistra pedagogije)
• Study programme: Title: Sociology (double major); specializations in: Research, Teaching; Course: Research; Study programme type: university; Study level: graduate; Academic / professional title: magistar/magistra sociologije (magistar/magistra sociologije)
• Type of resource: Text
• File origin: Born digital
• Access conditions: Access restricted to students and staff of home institution
• Created on: 2023-09-23 10:03:10