Title Refleksivna praksa odgojitelja Title (english) Reflective practice of kindergarten teacher Author Laura Jurun Mentor Anita Mandarić Vukušić (mentor)Committee member Toni Maglica (predsjednik povjerenstva)Committee member Anita Mandarić Vukušić (član povjerenstva)Committee member Tonća Jukić (član povjerenstva)Granter University of Split Defense date and country 2020-09-23, Croatia Scientific / art field, SOCIAL SCIENCES Abstract Odgojiteljevu praksu čine njegove osobne teorije o djeci, vrtiću i kvalitetnom
pedagoškom djelovanju, te njegove akcije, tj. primjena vlastitih pedagoških teorija u praksi.
Na odgojiteljeve akcije utječu mnogi čimbenici njegove implicitne pedagogije: stav o vrtiću i
njegovoj primarnoj funkciji, stav o grupi djece i svakom pojedinom djetetu, karakterne
osobine odgojitelja i općenito funkcioniranje u zajednici. Kako bi odgojitelji osvijestili
vlastite implicitne teorije i unaprijedili kvalitetu odgojno-obrazovnog procesa, važno je
kontinuirano propitivanje vlastite prakse provođenjem refleksije.
Cilj ovog istraživanja bio je utvrditi postoji li značajna razlika između odgojiteljevih
stavova (teorija o akciji) i njihovih postupaka tj. primjene u praksi (teorija u akciji) s obzirom
na: radni staž, ostvareni radni odnos i zadovoljstvo kvalitetom uvjeta rada u vrtiću. Također se
nastojalo ispitati postoji li korelacija (povezanost) učestalosti provedbe refleksije s obzirom na
životnu dob ispitanika, radno iskustvo, ostvareni radni odnos i zadovoljstvo cjeloukupnom
kvalitetom uvjeta rada u dječjem vrtiću. U istraživanju je sudjelovalo 84 ispitanika, a za
prikupljanje podataka je korišten upitnik sastavljen od dva dijela: općih podataka, te Likertove
ljestvice kojom se izražavao pozitivan ili negativan stav o nekoj tvrdnji zaokruživanjem broja
od 1 do 5.
Dobiveni rezultati su pokazali da u pojedinim slučajevima postoji značajna razlika
između teorije o akciji i teorije u akciji s obzirom na zadovoljstvo cjelokupnom kvalitetom
rada u dječjem vrtiću. Nasuprot tome, rezultati su također pokazali kako ne postoji značajna
razlika između odgojiteljevih stavova i njegove primjene u praksi s obzirom na duljinu radnog
staža i ostvarani radni odnos. Također je istraživanje pokazalo kako postoji značajna
povezanost učestalosti provedbe refleksije s obzirom na životnu dob ispitanika, radno
iskustvo, ostvareni radni odnos i zadovoljstvo cjeloukupnom kvalitetom uvjeta rada u dječjem
vrtiću.
Abstract (english) What makes an educator's practice is his personal theories about children, about
kindergarten and about excellent pedagogic activity, and his actions. i.e. his application of his
own pedagogic theories in practice. A Lot of factors regarding educator's implicit pedagogy
have an impact on his activities: his attitude towards kindergarten and towards his primal
function, his attitude towards a group of children and towards every single child, his personal
characteristics and broadly his functioning in the society. In order for educators to awake their
own implicit theories and to improve quality of the educational process, it is important to
continually rethink their own practice by doing reflection.
The aim of this paper is to determine is there a significant difference between the
educator's attitude (theory about action) and his practice. i.e. application in practice (theory in
action) regarding: working experience, working relationship status, kindergarten working
conditions satisfaction. Also, this paper is trying to establish is there a correlation between the
educator's reflection frequency and his age, his working experience, his working relationship
status and his overall kindergarten working condition satisfaction. 84 examinees participated
in this research, inquiry used in this research consisted of two parts, general data and Likert
scale which expressed positive or negative attitude towards specific statements by selecting
numbers from 1 to 5.
Results showed that in some cases there is a significant difference between theory
about action and theory in action regarding overall kindergarten working condition
satisfaction. On the other hand, results also showed that there is no significant difference
between educator's attitudes and his application in practice regarding his length of working
experience and working relationship status. Also, research has shown that there is a
significant correlation of educator's reflection frequency regarding his age, working
experience, working relationship status and overall kindergarten working condition
satisfaction.
Keywords
refleksivna praksa
implicitna pedagogija teorija o akciji i u akciji
profesionalni razvoj
razvoj kompetencija
akcijsko istraživanje
Keywords (english)
reflexive practice
implicit pedagogy
theory about action and in action
professional development
competence development
action research
Language croatian URN:NBN urn:nbn:hr:172:228681 Study programme Title: Early and Preschool Education Type of resource Text File origin Born digital Access conditions Access restricted to students and staff of home institution Terms of use Created on 2020-10-13 10:00:41
