hrvatski

Profesionalni razvoj odgojitelja u procesu promjene

Education reform brings challenges to teachers / educators that they must respond to in a valid way. Teachers' professional competencies directly affect student achievement, so the professional responsibility of teachers is called into question. In order for teachers / educators to achieve a quality educational process, it is necessary to provide systematic support that is reflected in professional development that is in line with the needs of children and the needs of the culture of kindergarten. The extent to which teachers / educators are motivated for professional development is primarily influenced by their implicit pedagogy, institution management and systematic support in professional development. The analysis and results of the transcription of a structured interview conducted on a sample of 7 educators in Brod- Posavina County, indicate the need to define the factors that result in the synergy of participants in the educational process. By considering a broader perspective of the system of support for the professional development of educators and axial coding, the leading factors are defined ; forms of professional development, autonomy in professional development, support to institutions in professional development and motivation for professional development. The research points to the necessity of achieving a quality relationship of professional development factors, mutual synergy that would lead to motivation and professional selfactualization of educators.

autonomija, čimbenici kvalitete, motivacija, sustav podrške, vođenje

nije evidentirano