Razumijevanje i korištenje refleksivne prakse u radu odgojitelja

master's thesis

• Title (english): Understanding and Using Reflective Practice in the Work of Educators
• Author: Marina Špoljarić
• Mentor: Daria Tot (mentor)
• Committee member: Anka Jurčević-Lozančić (predsjednik povjerenstva)
• Committee member: Jasna Kudek Mirošević (član povjerenstva)
• Committee member: Daria Tot (član povjerenstva)
• Granter: University of Zagreb; Faculty of Teacher Education; Zagreb
• Defense date and country: 2019-09-24, Croatia
• Scientific / art field, discipline and subdiscipline: SOCIAL SCIENCES; Pedagogy; Early Childhood and Preschool Pedagogy

Abstract

U ovom diplomskom radu govorit će se o ulozi refleksije u radu odgojitelja kao nositelja osnovne djelatnosti svake ustanove za rani i predškolski odgoj i obrazovanje. Razumijevanje samog refleksivnog pristupa opisuje se kroz teorijske navode u kojima je refleksivna praksa predstavljena kao kontinuirani, svakodnevni i kružni proces koji utječe na individualni profesionalni razvoj odgojitelja, kao i na samu kvalitetu i kulturu odgojno-obrazovne ustanove za rani i predškolski odgoj i obrazovanje u kojoj se refleksivni pristup odvija. Nadalje, govori se o tehnikama koje odgojitelji kao refleksivni praktičari koriste u vidu instrumenata za izvođenje refleksivne prakse. Oni su u službi postizanja cjelokupnog napretka odgojiteljeva osobnog i profesionalnog života te cjelokupnog rasta i razvoja kvalitete ustanove za rani i predškolski odgoj i obrazovanje. Ovim diplomskim radom ispitalo se koliko odgojitelji razumiju značajke refleksivnog pristupa u svom odgojno-obrazovnom radu. Također, u kojoj mjeri odgojitelji primjenjuju tehnike refleksivnog pristupa koje omogućuju refleksivnu praksu te provode li se refleksija i kritički osvrti u ustanovama za rani i predškolski odgoj i obrazovanje u kojima su zaposleni.

Abstract (english)

This thesis will discuss the role of reflection in the work of an educational institution and an pre-school educator as a carrier of the basic activity of each institution for early and pre-school education. The understanding of the reflective approach itself is described through theoretical statements in which reflective practice is presented as a continuous, everyday and circular process that influences the individual professional development of pre-school educators, as well as the quality and culture of early and pre-school educational institutions in which the reflective approach takes place. Furthermore, it will discuss the techniques used by the pre-school educators as reflective practitioners in the form of instruments for performing the reflective practice itself. They are in service of making the whole progress of pre-school educators personal and professional lives, as well as the overall growth and development of the quality of early and pre-school institution. This thesis examined how pre-school educators understand the features of a reflective approach to their educational work. Also, the extent to which pre-school educators apply reflective approach techniques that allow for reflective practice, and whether reflections and critical reflections are conducted in the early childhood education institutions in which they are employed.

• Keywords: refleksivna praksa; tehnike refleksije; profesionalni razvoj odgojitelja; individualni napredak odgojitelja; implicitna pedagogija
• Keywords (english): reflective practice; reflective techniques; professional development of pre-school educators; individual progress of educators; implicit pedagogy
• Language: croatian
• URN:NBN: urn:nbn:hr:147:444718
• Study programme: Title: Graduate University Study of Early and Preschool Education; Study programme type: university; Study level: graduate; Academic / professional title: magistar/magistra ranog i predškolskog odgoja i obrazovanja (magistar/magistra ranog i predškolskog odgoja i obrazovanja)
• Type of resource: Text
• File origin: Born digital
• Access conditions: Open access
• Created on: 2020-12-15 10:32:36