engleski

Preschool Teachers’ Educational Paradigm and the Structural Dimensions of Culture in Institutions of Early and Preschool Education: The Experience of Slovenia

Preschool culture is not static ; it is constantly created and shaped by the interactions of all participants in the educational process. It is mirrored and reflected in the entire institution’s atmosphere and organisation. In other words, every organisation has a culture that implies a set of unwritten expectations that shape the institution as a whole. This paper accepts the definitions of the culture of an educational institution by contemporary authors (Schein, Vujičić, Fullan, Petrović-Sočo, and others) along with a theoretical analysis of preschool teachers’ educational paradigm. Therefore, this paper aims to provide insight and analysis of the educational paradigm of Slovenian preschool teachers and the way of shaping the structural dimensions of culture in the institutions of early and preschool education in Slovenia (specifically the spatial- material context), taking into account the specificities of early and preschool education in that country.

Culture of the institution ; Educational paradigm ; Preschool teacher ; Structural dimension

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