Title Informalno učenje i profesionalni razvoj odgojitelja Title (english) Informal learning and professional development of preschool teacher Author Martina Hohnjec Mentor Daria Tot (mentor)Committee member Nevenka Maras (predsjednik povjerenstva)Committee member Anka Jurčević-Lozančić (član povjerenstva)Committee member Daria Tot (član povjerenstva)Granter University of Zagreb Defense date and country 2023-09-27, Croatia Scientific / art field, SOCIAL SCIENCES Abstract Cjeloživotno obrazovanje i učenje je životni proces, koji paralelno stvara situacije za učenje i uvježbavanje znanja u praksi. Praktičar, odnosno odgojitelj, odgovoran je za stvaranje uvjeta u kojima djeca postaju stvaratelji i istraživači, a njihov odnos s okolinom aktivan je i angažiran. Šezdesetih godina prošlog stoljeća razvija se koncepcija cjeloživotne edukacije kao orijentacija u razvoju odgojno-obrazovnih sustava. Koncept cjeloživotnog učenja usmjeren je rješavanju problema organizacije obrazovanja i uključuje sljedeće oblike: formalne, neformalne i informalne.
Formalno obrazovanje odgovara sustavnom, organiziranom modelu obrazovanja, strukturiranom i upravlja se prema zadanom skupu zakona i normi. Neformalno učenje odnosi se na neplanirano i nestrukturirano učenje koje se odvija u neformalnom okruženju.
Informalno učenje najčešće se javlja u životnoj dobi nakon redovitog školovanja i najčešće se povezuje s učenjem koje je slijedilo nakon institucionalnog obrazovanja. Glavna odrednica ovog rada upravo je informalni oblik učenja.
Pripravništvom svaki mladi profesionalac ulazi u odgojno - obrazovni rad koji pripada drugom ciklusu obrazovanja. Smisao pripravništva je osposobiti odgojitelja početnika za samostalan rad, a trajno profesionalno učenje važan je ciklus u profesionalnom razvoju. Informalno učenje podrazumijeva procese učenja izvan institucijskih okvira. Za razliku od formalnog i neformalnog učenja, informalno učenje je nesistematizirano te se uvelike odvija nesvjesno, iako uključuje i namjerno usvajanje znanja. Ono obuhvaća interakciju s drugima, refleksiju nad iskustvom, učenje radom i kroz razne svakodnevne aktivnosti. Istraživanja pokazuju da informalno učenje ima veliku ulogu u profesionalnom razvoju odgojitelja. Omogućuje im proširivanje i nadograđivanje znanja stečenih formalnim obrazovanjem u skladu s novim znanstvenim i društvenim spoznajama. Ono također uključuje kritičku refleksiju vlastite prakse, razmjenu iskustava s kolegama te istraživanje novih pristupa u radu s djecom. Time se ostvaruje profesionalni rast odgojitelja, usmjerenje kontinuiranom profesionalnom razvoju i istodobno unapređenju odgojno obrazovnog procesa. Stoga je važno prepoznati i sustavno podržavati informalno učenje kao važnu polugu profesionalnog razvoja odgojitelja.
Abstract (english) Lifelong education and lifelong learning is a lifelong process that simultaneously creates situations in which knowledge is learned and applied in practise. The practitioner, i.e. the educator, is responsible for creating conditions in which children become creators and explorers and their relationship with the environment is active and engaged. In the 1960s, the concept of lifelong education was developed to guide the development of education systems. The concept of lifelong education solves the problem of organising education and includes the following forms: formal, non-formal and informal education. Formal education corresponds to a systematic, organised model of education, structured and managed according to a set of laws and norms. Informal learning refers to unplanned and unstructured learning that takes place in an informal setting. Informal education usually takes place in old age after regular schooling and is usually associated with lifelong education that followed institutional education. The most important determinant of this work will be the informal form of education. With the internship, every young professional enters into educational work, which belongs to the second cycle of education. The purpose of the internship is to train the aspiring educator to work independently, and permanent professional learning is the final cycle of professional development. Informal learning means learning processes outside the institutional setting. Unlike formal and nonformal learning, informal learning is not systematized and takes place largely unconsciously, although it also involves the conscious acquisition of knowledge. It involves interaction with others, reflection on experiences, learning by doing and through various daily activities. Research shows that informal forms of learning play an important role in the professional development of educators. Continuous informal learning enables educators to expand and update the knowledge acquired in formal education, in line with new scientific and societal knowledge. It also involves critical reflection on one's own practise, sharing experiences with colleagues and exploring new approaches to working with children. In this way, the professional growth of educators is realised, the focus is on continuous professional development and thus on improving the educational process. Therefore, informal learning should be recognised and systematically supported as an important lever for educators' professional development.
Keywords
informalno učenje
profesionalni razvoj
odgojitelji
refleksija
kompetencije
Keywords (english)
informal learning
professional development
preschool teachers
reflection
competences
Language croatian URN:NBN urn:nbn:hr:147:440205 Study programme Title: Graduate University Study of Early and Preschool Education Type of resource Text File origin Born digital Access conditions Open access Terms of use Created on 2024-01-22 13:21:59
