Konceptualizacija i istraživanje profesionalnog razvoja nastavnika

Abstract

Profesionalni razvoj nastavnika predstavlja sve zastupljeniju temu u savremenoj literaturi o obrazovanju. U ovom radu predstavili smo moguću teorijsku konceptualizaciju profesionalnog razvoja nastavnika, njegove karakteristike kao individualnog i kolaborativnog procesa i odnos sa promenama u savremenom obrazovanju. Cilj istraživanja bio je da se utvrdi koja profesionalna pitanja i dileme zaokupljaju nastavnike i učitelje koji su na početku svog profesionalnog razvoja, a kojim se pitanjima i dilemama bave kao iskusni praktičari, kako bi se doprinelo daljem koncipiranju profesionalnog razvoja kao kontinuiranog procesa. Nalazi istraživanja su u skladu sa trofaznim modelom profesionalnog razvoja nastavnika Fulera i Brauna, u kome su ovi autori izdvojili fazu "brige za opstanak", fazu "brige za nastavu" i fazu "brige za učenike". Istraživanje je potvrdilo postojanje ovih faza u profesionalnom razvoju i učitelja i nastavnika.

The topic of teacher professional development is increasingly gaining momentum in contemporary literature on education. In this paper, we present a possible theoretical conceptualisation of teacher professional development, its characteristics as both individual and collaborative processes, and its correlation with changes in contemporary education. The aim of the research was to identify the professional issues and dilemmas that preoccupy early primary teachers and subject teachers at the beginning of their professional development, as well as which issues and dilemmas they deal with as experienced practitioners, in order to contribute to further conceptualisation of professional development as a continuous process. The findings of the research are in line with the three-phase model of professional development of Fuller and Brown, in which these authors and teachers distinguished the "care for survival" phase, the "care for teaching" phase, and the "student care" phase. The research confirmed the existence of these stages in the professional development of both early primary teachers and subject teachers.