| Abstract | Kvaliteta nije univerzalna kategorija, iako ima značajke šire prepoznatljivosti. Analizira
se u kontekstu okruženja, kulture zajednice i društvenog uređenja. Ne postoji jednoznačna
definicija kvalitete. U kontekstu odgojno-obrazovnih ustanova kvaliteta se ogleda u ravnoteži.
Kvalitetu ustanove čini okruženje, ozračje, vođenje, odnosi, komunikacija, vrijednosti,
uvjerenja. Odgojno-obrazovni postupci odgajatelja predstavljaju jedan od indikatora kvalitete
pedagoške prakse. Uz postupke odgajatelja, indikatori su kvalitete rituali, običaji, vrijednosti,
stavovi, struktura vremena i norme. S obzirom na to da se odgajatelje smatra jednim od glavnih
čimbenika kvalitete RPOO-a, značajno je istražiti njihovo poimanje kvalitete odgojnoobrazovnog procesa. U ovom radu predstavljeni su podaci sakupljeni istraživanjem pod
nazivom „Modeli odgovora na obrazovne potrebe djece u riziku socijalne isključenosti u
institucijama RPOO-a“ (MORENEC), financiranom od strane Hrvatske zaklade za znanost.
Cilj ovog istraživanja bio je ispitati mišljenje odgajatelja o kvaliteti odgojno-obrazovnog
procesa te utvrditi postoje li razlike procjene s obzirom na spol i obrazovni radni status. U
istraživanju je sudjelovalo 146 odgajatelja s područja Splitsko-dalmatinske županije (N=146).
Mjerni instrument sadrži 8 nezavisnih varijabli i 40 čestica procjene kvalitete pedagoške
prakse. Kvaliteta odgojno-obrazovnog procesa razmatrana je kroz dimenzije interakcija djece
i odgajatelja te djece međusobno, strategija odgoja i obrazovanja, odgojno-obrazovnih
vrijednosti prepoznatljivih u odgojno-obrazovnom procesu (zastupljenost različitosti i
demokratskih vrijednosti), dimenziju praćenja, procjenjivanja i planiranja aktivnosti i
okruženja za učenje, dimenziju komunikacije i suradnje s roditeljima i obitelji djece uključene
u RPOO te dimenziju profesionalnog razvoja odgajatelja. Procjena je bila moguća na 5-
stupanjskoj skali Likertovog tipa. Rezultati su pokazali da su razina formalnog obrazovanja i
učestalost stručnog usavršavanja odgajatelja značajni faktori, odnosno prediktori procjene
važnosti pojedinih dimenzija odgojno-obrazovnog procesa. Primjenom Bonferroni post hoc
testa utvrđeno je da pripravnici statističkismatraju važnim profesionalni razvoj odgajatelja, za
razliku od ostalih ispitanika koji nisu mentori i savjetnici. Ovim empirijskim istraživanjem
stekli smo uvid u neke zanimljive poveznice kvalitete odgojno-obrazovnih procesa u odnosu
na različite varijable strukture uzorka: radno iskustvo, radnu spremu i stručnu spremu |
| Abstract (english) | Quality is not a universal category, although it has significantly wider recognition. It is
analyzed in the context of the environment, community culture and social order. There is no
single definition of quality. In the context of educational institutions, quality isreflected in the
balance. The quality of an institution makes up the environment, the atmosphere, the
leadership, the relationships, the communication, the values, the belief. Educational procedures
of educators are one of the indicators of quality pedagogical practices. In addition to the actions
of the educator, the indicators are qualityrituals, customs, values, attitudes, time structure and
norms. Given that educators are considered one of the main factors in the quality of RPOO, it
is important to explore the iracceptance of the quality of the educational process. This paper
presents data collected by the research entitled "Models of responding to the educational needs
of children at risk of social exclusion in the institutions of the RPOO" (MORENEC), funded
by the Croatian Science Foundation. The aim of this research was to examine the opinion of
educators on the quality of the educational process and to determine whether there are
differences in assessments with regard to gender and educational employment status. 146
educators from the Split-Dalmatia County participated in the research (N = 146). The
measuring instrument contains 8 independent variables and 40 particles of assessment of
quality pedagogical practice. The quality of the educational process is considered through the
dimensions of interaction between children and educators and children with each other,
educational strategies, educational values recognizable in the educational process
(representation of diversity and democratic values), dimensions of monitoring, evaluating and
planning activities and learning environment, dimensional communication and cooperation
with parents and families of children involved in RPOO and dimensions of professional
development of educators. Estimation wa spossible on a 5-point Likert-typescale. The results
showed that the level of formal education and the frequency of professional development of
educators are significant factors, ie predictors of assessing the importanceof certain dimensions
of the educational process. Using the Bonferroni post hoc test, it was found that trainees
statistically consider the professional development of educators important, unlike other
respondents who are not mentors and counselors. With this empirical research, we gained
insight into some interesting links between the quality of educational processes in relation to
different variable sample structures: work experience, education, and education |
