Naslov
From diagnostics toward quality of practice – re-conceptualizing the role of pedagogue (educator) during transition to school

Autori
Somolanji Tokić, Ida

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

Izvornik
42nd Annual ATEE Conference 2017 Changing perspectives and approaches in contemporary teaching Book of Abstracts / Sablić, Marija ; Škugor, Alma ; Đurđević Babić, Ivana - : Fakultet za odgojne i obrazovne znanosti Sveučilišta Josipa Jurja Strossmayera u Osijeku ; Association for Teacher Education in Europe (ATEE), 2017, 132-132

ISBN
978-953-6965-61-8

Skup
42nd Annual ATEE Conference 2017 Changing perspectives and approaches in contemporary teaching

Mjesto i datum
Dubrovnik, Hrvatska, 23.10.2017. - 25.10.2017

Vrsta sudjelovanja
Predavanje

Vrsta recenzije
Međunarodna recenzija

Ključne riječi
interview, pedagogue’s role, quality of practice, transition to school

Sažetak
Educational practice during transition to school noticed across Croatian CSE indicates that the transition process is not perceived as significant. During transition to school, children are exposed to various forms of testing and assessment. School pedagogue is usually the first educator that has direct contact with children through assessing their abilities and consequently, their readiness. Pedagogues regularly use a handbook comprised of non-standardized tests to do so. The literature shows that testing children’s readiness with no consensus on definition of readiness, with no clear methodology and with arbitrary interpretation of already questionable results, gives a false image of the child. During transition, a pedagogue takes over a role of diagnostician giving a diagnose – a child ready or unready for school. Socioconstructivist paradigm states that testing children in that manner gives no information on true learning process and children’s prior experience as guidelines for teachers to ensure continuity and children’s future development. That is why during child’s transition to school a pedagogue has to surpass his role of a diagnostician and take a central role of a professional developer insuring quality of teacher practice. It is important to find out how a school pedagogue understands the transition process and perceives his role in it. Using interview and grounded theory, this paper tends to give content rich understanding of a transition process from pedagogue’s perspective taking into account particularities of their environment. Gaining a deeper understanding of pedagogue’s perspective provides yet another insight into connecting a complex system of different stakeholders during the transition process.

Izvorni jezik
Engleski

Znanstvena područja
Pedagogija

POVEZANOST RADA