Naslov
Professional development of Croatian early childhood teachers in virtual world – opportunity or obstacle

Autori
Višnjić-Jevtić, Adrijana ; Vukašinović, Antonija

Vrsta, podvrsta i kategorija rada
Sažeci sa skupova, sažetak, znanstveni

Izvornik
IPDA International Virtual Conference 2021 Marginalised voices in contemporary times: Addressing inequities through professional learning and education / - , 2021, 1-1

Skup
PDA International Virtual Conference 2021 Marginalised voices in contemporary times: Addressing inequities through professional learning and education

Mjesto i datum
London, Ujedinjeno Kraljevstvo, 25.11.2021. - 27.11.2021

Vrsta sudjelovanja
Predavanje

Vrsta recenzije
Međunarodna recenzija

Ključne riječi
Professional development of Croatian early childhood teachers in virtual world – opportunity or obstacle

Sažetak
Early childhood education (ECE) in Croatia is part of the education system. Nevertheless, only part of that education is compulsory. It is about 250 hours of preschool program a year before children are enrolled in primary education. This (non) obligation consequently reflects on the status of the profession and the ECE teachers themselves in society. Even though ECE teachers in Croatia are educated on Bachelor and Master level of university studies, society doesn’t perceive them as teachers but rather as caregivers. It seems that the educational system doesn’t recognize them as equal to other teachers (i.e. primary or secondary school teachers). Consequently, ECE teachers doesn’t have an electronic identity that gives them access to a variety of content intended for educators. In pandemic times, this identity was the entrance ticket to various online programs aimed to contribute to the teachers’ professional development. At the same time, many of trainings, lectures and workshops were happening virtually all over the world. Some of teachers saw that as opportunity to join professional communities all over the world. Contrary, some of teachers saw that as an obstacle due to lack of technical equipment, internet connection or language competencies. To find whether ECE teachers see virtual professional development as opportunity to broaden their professional horizon, or an obstacle group interview were conducted. Participants were 8 ECE teachers differ by: • Educational backgrounds (undergraduate and graduate education) • Areas they come (rural and urban) • Previous virtual learning experience (none of experiences to proficient ones) • Perception of their ICT competences (beginner to advanced levels). Participants generally rate virtual education as an opportunity to participate in activities they have special interests. They are positive towards trainings held in a virtual environment mainly because of the possibility to join them any time from their homes. Some of them see “home” education as a challenge because they have to balance between family and professional life. They think that it is not fair for ECE teachers to organize themselves around education in their free time. Participants state that this leaves the possibility for individual ECE teachers not to get involved in anything, explaining it by the lack of equipment or internet connection. They also point out that ECE settings should organize trainings to improve language and ICT competencies to ensure equal participation of all ECE teachers in online trainings. Given the research methodology, these results cannot be generalized. Nevertheless, they may point to the need for systematic research into the professional development of ECE teachers in a virtual environment.

Izvorni jezik
Engleski

Znanstvena područja
Pedagogija

POVEZANOST RADA