Title Značajke međusobno povezanog modela profesionalnog razvoja učitelja biologije
Title (english) Features of Interconnected model for biology teachers’ professional growth
Author Ana Mirosavljević
Mentor Marija Sablić (mentor)
Mentor Tina Vršnik Perše (sumentor)
Committee member Branko Bognar (predsjednik povjerenstva)
Committee member Irena Labak (član povjerenstva)
Committee member Višnja Rajić (član povjerenstva)
Granter Josip Juraj Strossmayer University of Osijek Faculty of Humanities and Social Sciences Osijek
Defense date and country 2021-10-08, Croatia
Scientific / art field, discipline and subdiscipline SOCIAL SCIENCES Pedagogy Didactics
Universal decimal classification (UDC ) 37 - Education
Thesaurus (NSK Kontrolirani rječnik)
Nastavnici biologije
Stručno usavršavanje
Hrvatska
Disertacije
Učitelji
Stručno usavršavanje
Hrvatska
Disertacije
Abstract Današnje se suvremeno društvo suočava s brojnim izazovima i promjenama uslijed kojih se i kontekst odgoja i obrazovanja neminovno mijenja. Takve brze promjene u razvojnim procesima društva zahtijevaju od učitelja cjeloživotno učenje i kontinuirani rad na sebi kako bi mogli pratiti te promjene i uspješno se nositi s njima. U tom smislu, kao odgovor na postavljene imperative odgojno-obrazovnog procesa nameće se provođenje i ostvarivanje profesionalnog razvoja učitelja. Suvremene obrazovne tendencije u svijetu usmjerene su prema redovitom ulaganju učitelja u profesionalni razvoj kojim se nastoji afirmirati njegov samorazvoj uz stalno obogaćivanje znanja i povećanja stručnosti. Međusobno povezani model kojeg su razradili Clarke i Hollingsworth (2002) primjer je profesionalnog razvoja učitelja koji se odvija u četiri isprepletena područja učiteljskog djelovanja. Cilj je istraživanja provjeriti kako model funkcionira u hrvatskom obrazovnom sustavu na primjerima učitelja biologije. U teorijskom je dijelu opisan pregled teorijskih osnova i različitih pristupa razmatranju i razumijevanju problematike profesionalnog razvoja učitelja. Posebno je razrađen dio o primjeni modela u brojnim studijama o profesionalnom razvoju učitelja. Empirijski dio rada prikazuje rezultate istraživanja dobivene formiranjem četiri teme, nazvane u skladu s domenama iz međusobno povezanog modela profesionalnog razvoja učitelja: vanjska domena, domena rezultata, osobna domena i domena prakse. Rezultati su pokazali složenost mreže procesa promjena učitelja koji se katkad odvijaju istovremeno u navedenim domenama te u različitim smjerovima. Utvrđeno je da razvojni proces promjena učitelja nije linearan proces, nego da upravo nelinearna struktura modela omogućava višestruke promjene uz poštivanje individualnosti profesionalnog rasta učitelja. Studija potvrđuje važnost kontinuiranog ulaganja učitelja u vlastiti profesionalni razvoj, ali i potrebu učitelja za usavršavanjem u konkretnim i prilagođenim temama. U tom kontekstu, značajno je istaknuti visoku motiviranost učitelja, otvorenost promjenama i dobrovoljno sudjelovanje u različitim aktivnostima profesionalnog razvoja važnim čimbenicima njegovoga osobnog i profesionalnog napretka. Iako je istraživanje ograničeno na šest studija slučaja, ono ukazuje na to da su promjene učitelja ostvarive uz primjerenu potporu, ali i da ovise o svakom pojedincu. Rad doprinosi produbljivanju znanstvenih spoznaja u području profesionalnog razvoja učitelja, što čini bitnu strategiju u postizanju opće dobrobiti učenika i škole, a samim time i obrazovnog sustava u cjelini.
Abstract (english) Today's modern society is facing numerous challenges and changes which inevitably lead to changes in the context of education. Such rapid changes in the developmental processes of society require teachers to embrace lifelong learning and continuously work on their selfimprovement in order to keep up with these changes and cope with them successfully. Therefore, in response to the set imperatives of the educational process, the implementation and realization of teacher professional growth is imposed. Contemporary educational tendencies in the world are directed towards regular investments in professional growth, which seeks to affirm teacher self-improvement with the continuity of constant enrichment of knowledge and increasing expertise. The Interconnected model developed by Clarke and Hollingsworth (2002) is an example of teacher professional growth that takes place through four intertwined domains of teacher action. The aim of this research paper is to examine how this model works in the Croatian education system on the examples of biology teachers. The theoretical part of this paper gives an overview of the theoretical foundations and different approaches to considering and understanding the issue of teacher professional growth. The application of the model in numerous studies relating to the teacher professional growth was especially elaborate on. The empirical part of the paper presents the results of research obtained by forming four topics, named according to the domains from the Interconnected model of teacher professional growth: external domain, domain of consequence, personal domain and domain of practice. The results showed the complexity of teacher growth network processes that sometimes take place simultaneously in different domains and in different directions. It was found that the process of teacher change is not a linear process, but that the nonlinear structure of the model allows for multiple changes while respecting the individuality of teacher’s professional growth. The study confirms the importance of continuous investment of teachers in their own professional growth, but also the need for teachers to improve in specific and tailored topics. In this context, it is important to emphasize that the high motivation of teachers, openness to change and voluntary participation in various professional growth activities are important factors of their personal and professional progress. Although the research is limited to six case studies, it indicates that teacher changes are achievable with appropriate support, but also that they depend on each individual. The paper contributes to the deepening of scientific knowledge in the field of teacher professional growth, which is an important strategy in achieving the general well-being of students and schools, and thus the education system as a whole.
Keywords
međusobno povezani model
nastava
profesionalni razvoj
promjene
stručno usavršavanje
učitelj biologije
Keywords (english)
biology teacher
changes
Interconnected model
professional development
professional growth
teaching
Language croatian
URN:NBN urn:nbn:hr:142:525605
Promotion 2022
Study programme Title: Pedagogy and Contemporary School Culture Study programme type: university Study level: postgraduate Academic / professional title: doktor/doktorica znanosti, područje društvenih znanosti, polje pedagogija (doktor/doktorica znanosti, područje društvenih znanosti, polje pedagogija)
Type of resource Text
File origin Born digital
Access conditions Open access
Terms of use
Created on 2022-03-03 12:31:24