Pregled bibliografske jedinice broj: 996900
Educational Paradigm and Professional Development: Dimensions of the Culture of Educational Institution
Educational Paradigm and Professional Development: Dimensions of the Culture of Educational Institution // Implicit Pedagogy for Optimized Learning in Contemporary Education / Vodopivec Lepičnik, Jurka ; Jančec, Lucija ; Štemberger, Tina (ur.)., 2019. str. 77-103 doi:10.4018/978-1-5225-5799-9.ch005
CROSBI ID: 996900 Za ispravke kontaktirajte CROSBI podršku putem web obrasca
Naslov
Educational Paradigm and Professional
Development: Dimensions of the Culture of
Educational Institution
Autori
Vujičić, Lidija ; Čamber Tambolaš, Akvilina
Vrsta, podvrsta i kategorija rada
Poglavlja u knjigama, znanstveni
Knjiga
Implicit Pedagogy for Optimized Learning in Contemporary Education
Urednik/ci
Vodopivec Lepičnik, Jurka ; Jančec, Lucija ; Štemberger, Tina
Izdavač
IGI Global
Godina
2019
Raspon stranica
77-103
ISBN
9781522557999
ISSN
2326-8905
Ključne riječi
Early and Pre-school Education ; Implicit Pedagogy ; Lifelong Learning ; Modern Paradigm ; Reflexive Practice ; Research of Educational Practice ; Socioconstructive Theory ; Traditional Paradigm
Sažetak
The culture of an educational institution is a set of individual values and norms, attitudes, beliefs, rituals, expectations, and actions of its members. Without changing the basic assumptions (implicit theories) of individuals working in an institution, there are no fundamental changes in the quality of the educational process. Professional development is understood as continually testing the quality of our own educational interventions, and redefining and modifying them based on the feedback from practice. In this chapter, the authors will focus on the results of preschool teachers’ attitudes towards the different aspects of the educational process and the results of the frequency of using modern forms of professional development, obtained by survey method. There is a positive correlation between the modern educational paradigm of the preschool teacher and her participation in the contemporary forms of professional development, which testifies of the mutuality and interdependence of these two dimensions of the culture of the institution of early education.
Izvorni jezik
Engleski
Znanstvena područja
Pedagogija
Napomena
This research was supported by University of Rijeka, Croatia, Scientific project “The Culture of Educational Institutions as a Factor in the (Co)construction of Knowledge” [grant number 13.10.2.2.01].
