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Perspektiva vaspitača o profesionalnom usavršavanju sa stanovišta sistemske koncepcije profesionalnog razvoja

Pre-school teacher perspective on professional development from the viewpoint of systemic professional development concept

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2012
1479.pdf (11.19Mb)
Authors
Pavlović-Breneselović, Dragana
Krnjaja, Živka
Article (Published version)
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Abstract
Praksa profesionalnog usavršavanja vaspitača istražena je kroz perspektivu vaspitača. Upitnikom su dobijeni podaci o tome šta vaspitači prepoznaju kao oblike usavršavanja, u koje oblike su uključeni i kako procenjuju doprinos pojedinih oblika promeni i razvoju prakse. Dobijeni podaci ukazuju da se postojeći model profesionalnog usavršavanja svodi na obuke vaspitača kroz stručne seminare i na kontroverze u perspektivi vaspitača: izjednačavanje profesionalnog usavršavanja sa seminarima obuke, pitanje delotvornosti seminara i nepodudarnosti između procene važnosti i potrebe kreditiranja pojedinih oblika. Podaci su analizirani iz perspektive sistemske koncepcije profesionalnog razvoja elaborirane kroz metaforu razboja kojom su definisana polazišta, okvir i oblici profesionalnog usavršavanja. Sistemski definisan okvir osnov je za umrežavanje profesionalnog razvoja kroz interaktivni sistem različitih oblika (grupisanih u individualne oblike, zajedničke oblike u praksi delovanja i oblike orga...nizovane van prakse) i povezivanje različitih učesnika.

The practice of professional development of pre-school teachers is addressed through the perspective of a pre-school teacher. Through questionnaire, the following data were obtained: what do teachers recognize as forms of professional development, which form they attended and how they estimate the contribution of specific forms to change and development of practice. The data show that the existing model of professional research is focused on trainings of teachers through professional seminars and controversies in teachers’ perspective: the view of professional development equal to seminars and trainings, the question of seminars’ effects, and no correlation between the estimate of importance and the need to accredit certain forms. The data were analyzed from the perspective of systemic professional development concept, elaborated through the metaphor that defines the base, framework and forms of professional development. Systemically defined framework is the base for networking in prof...essional development through interactive system of different forms (grouped in individual forms, common forms in implementation practice and forms organized outside of practice) and connection between various participants.

Keywords:
sistemska koncepcija profesionalnog razvoja / perspektiva vaspitača / oblici profesionalnog usavršavanja / teacher's perspective / systemic professional development concept / forms of professional development
Source:
Andragoške studije, 2012, 1, 145-161
Publisher:
  • Univerzitet u Beogradu - Filozofski fakultet - Institut za pedagogiju i andragogiju, Beograd

ISSN: 0354-5415

[ Google Scholar ]
Handle
https://hdl.handle.net/21.15107/rcub_reff_1482
URI
http://reff.f.bg.ac.rs/handle/123456789/1482
Collections
  • Radovi istraživača / Researcher's publications - Odeljenje za pedagogiju
Institution/Community
Pedagogija / Pedagogy
TY  - JOUR
AU  - Pavlović-Breneselović, Dragana
AU  - Krnjaja, Živka
PY  - 2012
UR  - http://reff.f.bg.ac.rs/handle/123456789/1482
AB  - Praksa profesionalnog usavršavanja vaspitača istražena je kroz perspektivu vaspitača. Upitnikom su dobijeni podaci o tome šta vaspitači prepoznaju kao oblike usavršavanja, u koje oblike su uključeni i kako procenjuju doprinos pojedinih oblika promeni i razvoju prakse. Dobijeni podaci ukazuju da se postojeći model profesionalnog usavršavanja svodi na obuke vaspitača kroz stručne seminare i na kontroverze u perspektivi vaspitača: izjednačavanje profesionalnog usavršavanja sa seminarima obuke, pitanje delotvornosti seminara i nepodudarnosti između procene važnosti i potrebe kreditiranja pojedinih oblika. Podaci su analizirani iz perspektive sistemske koncepcije profesionalnog razvoja elaborirane kroz metaforu razboja kojom su definisana polazišta, okvir i oblici profesionalnog usavršavanja. Sistemski definisan okvir osnov je za umrežavanje profesionalnog razvoja kroz interaktivni sistem različitih oblika (grupisanih u individualne oblike, zajedničke oblike u praksi delovanja i oblike organizovane van prakse) i povezivanje različitih učesnika.
AB  - The practice of professional development of pre-school teachers is addressed through the perspective of a pre-school teacher. Through questionnaire, the following data were obtained: what do teachers recognize as forms of professional development, which form they attended and how they estimate the contribution of specific forms to change and development of practice. The data show that the existing model of professional research is focused on trainings of teachers through professional seminars and controversies in teachers’ perspective: the view of professional development equal to seminars and trainings, the question of seminars’ effects, and no correlation between the estimate of importance and the need to accredit certain forms. The data were analyzed from the perspective of systemic professional development concept, elaborated through the metaphor that defines the base, framework and forms of professional development. Systemically defined framework is the base for networking in professional development through interactive system of different forms (grouped in individual forms, common forms in implementation practice and forms organized outside of practice) and connection between various participants.
PB  - Univerzitet u Beogradu - Filozofski fakultet - Institut za pedagogiju i andragogiju, Beograd
T2  - Andragoške studije
T1  - Perspektiva vaspitača o profesionalnom usavršavanju sa stanovišta sistemske koncepcije profesionalnog razvoja
T1  - Pre-school teacher perspective on professional development from the viewpoint of systemic professional development concept
EP  - 161
IS  - 1
SP  - 145
UR  - https://hdl.handle.net/21.15107/rcub_reff_1482
ER  - 
@article{
author = "Pavlović-Breneselović, Dragana and Krnjaja, Živka",
year = "2012",
abstract = "Praksa profesionalnog usavršavanja vaspitača istražena je kroz perspektivu vaspitača. Upitnikom su dobijeni podaci o tome šta vaspitači prepoznaju kao oblike usavršavanja, u koje oblike su uključeni i kako procenjuju doprinos pojedinih oblika promeni i razvoju prakse. Dobijeni podaci ukazuju da se postojeći model profesionalnog usavršavanja svodi na obuke vaspitača kroz stručne seminare i na kontroverze u perspektivi vaspitača: izjednačavanje profesionalnog usavršavanja sa seminarima obuke, pitanje delotvornosti seminara i nepodudarnosti između procene važnosti i potrebe kreditiranja pojedinih oblika. Podaci su analizirani iz perspektive sistemske koncepcije profesionalnog razvoja elaborirane kroz metaforu razboja kojom su definisana polazišta, okvir i oblici profesionalnog usavršavanja. Sistemski definisan okvir osnov je za umrežavanje profesionalnog razvoja kroz interaktivni sistem različitih oblika (grupisanih u individualne oblike, zajedničke oblike u praksi delovanja i oblike organizovane van prakse) i povezivanje različitih učesnika., The practice of professional development of pre-school teachers is addressed through the perspective of a pre-school teacher. Through questionnaire, the following data were obtained: what do teachers recognize as forms of professional development, which form they attended and how they estimate the contribution of specific forms to change and development of practice. The data show that the existing model of professional research is focused on trainings of teachers through professional seminars and controversies in teachers’ perspective: the view of professional development equal to seminars and trainings, the question of seminars’ effects, and no correlation between the estimate of importance and the need to accredit certain forms. The data were analyzed from the perspective of systemic professional development concept, elaborated through the metaphor that defines the base, framework and forms of professional development. Systemically defined framework is the base for networking in professional development through interactive system of different forms (grouped in individual forms, common forms in implementation practice and forms organized outside of practice) and connection between various participants.",
publisher = "Univerzitet u Beogradu - Filozofski fakultet - Institut za pedagogiju i andragogiju, Beograd",
journal = "Andragoške studije",
title = "Perspektiva vaspitača o profesionalnom usavršavanju sa stanovišta sistemske koncepcije profesionalnog razvoja, Pre-school teacher perspective on professional development from the viewpoint of systemic professional development concept",
pages = "161-145",
number = "1",
url = "https://hdl.handle.net/21.15107/rcub_reff_1482"
}
Pavlović-Breneselović, D.,& Krnjaja, Ž.. (2012). Perspektiva vaspitača o profesionalnom usavršavanju sa stanovišta sistemske koncepcije profesionalnog razvoja. in Andragoške studije
Univerzitet u Beogradu - Filozofski fakultet - Institut za pedagogiju i andragogiju, Beograd.(1), 145-161.
https://hdl.handle.net/21.15107/rcub_reff_1482
Pavlović-Breneselović D, Krnjaja Ž. Perspektiva vaspitača o profesionalnom usavršavanju sa stanovišta sistemske koncepcije profesionalnog razvoja. in Andragoške studije. 2012;(1):145-161.
https://hdl.handle.net/21.15107/rcub_reff_1482 .
Pavlović-Breneselović, Dragana, Krnjaja, Živka, "Perspektiva vaspitača o profesionalnom usavršavanju sa stanovišta sistemske koncepcije profesionalnog razvoja" in Andragoške studije, no. 1 (2012):145-161,
https://hdl.handle.net/21.15107/rcub_reff_1482 .

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