CILJEVI I VREDNOSTI U KONCIPIRANJU I REALIZACIJI PROGRAMA INICIJALNOG OBRAZOVANJA VASPITAČA
Originalni naučni rad
Ključne reči:
Ključne reči: kompetencije vaspitača, osnaživanje studenata, refleksivnost, kritičko-istraživački pristup, kvalitet odnosa
Apstrakt
U radu se razmatraju ključni ciljevi i vrednosti na kojima bi trebalo da se zasnivaju program i praksa inicijalnog obrazovanja vaspitača. Polazišta čine zahtevi vezani za kompleksnu, kontekstualno oblikovanu prirodu prakse predškolskog vaspitanja i obrazovanja, kao i očekivanja od vaspitača kao refleksivnih praktičara i istraživača sopstvene prakse. Kvalitativna analiza zvaničnih dokumenata, relevantnih izveštaja, teorijskih izvora i iskustava u praksi vezanih za obrazovanje i profesiju vaspitača, implicira potrebu za fokusom na emancipaciju i osnaživanje studenata za suočavanje sa neizvesnošću, izazovima i problemima, zatim na razvijanje društvene svesti, samosvesti, refleksivnosti, kritičkog i istraživačkog duha, proaktivnosti i otvorenosti za promene, kao i kapaciteta za građenje pravednih odnosa, kooperaciju i kolaboraciju. Postizanje navedenih ciljeva zahteva kontinuirano preispitivanje vrednosti koje su u osnovi prakse obrazovanja vaspitača, a samim tim i metoda, načina rada i odnosa nastavnika sa i prema studentima, kao i položaja studenata u obrazovnom procesu. Rad poziva na kritičko preispitivanje postojećih programa inicijalnog obrazovanja vaspitača, sa ciljem njihovog unapređivanja i usklađivanja sa savremenim zahtevima profesije.
Reference
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Pavlović Breneselović, D. (2010). Od tima do zajednice učenja. Pedagogija, 65 (2), 236-246.
Pavlović Breneselović, D. (2012). Odnosi na ranim uzrastima. U A. Baucal. (Ur.), Standardi za razvoj i učenje dece ranih uzrasta u Srbiji (str. 133-149). Beograd: UNICEF i Institut za psihologiju Filozofksi fakultet Beograd.
Pavlović Breneselović, D. i Krnjaja, Ž. (2014). Osnove programa kao dimenzija kvaliteta predškolskog vaspitanja i obrazovanja. Pedagogija, 69 (2), 212-225.
Pavlović Breneselović, D., Krnjaja, Ž., Jovanović, M. i Sjeničić, G. (2022). Strategija zajedničkog razvijanja programa u skladu sa specifičnostima pojedinih uzrasta dece: razvijanje realnog programa u skladu sa Osnovama programa PVO „Godine uzleta“. Beograd: MPNTR.
Pravilnik o standardima kometencija za profesiju vaspitača i njegovog profesionalnog razvoja. (2018). Službeni glasnik Republike Srbije – Prosvetni glasnik, br. 16/2018.
Radulović, L. (2011). Obrazovanje nastavnika za refleksivnu praksu. Beograd: Filozofski fakultet.
Rajović V. i Radulović, L. (2007). Kako nastavnici opažaju svoje inicijalno obrazovanje: na koji način su sticali znanja i razvijali kompetencije. Nastava i vaspitanje, 4, 413-434.
Rautins, C. & Ibrahim, A. (2011). Wide-Awakeness: Toward a Critical Pedagogy of Imagination, Humanism, Agency, and Becoming. International Journal of Critical Pedagogy, 3 (3), 24-36.
Richert, A. E. (2003). Teaching Teachers for the Challenge of Change. In J. Loughran & T. Russell (Eds.), Teaching about Teaching: Purpose, Passion and Pedagogy in Teacher Education (pp. 73-94). Taylor & Francis.
Rinaldi, C. (2021). In Dialogue with Reggio Emilia: Listening, Researching and Learning (2nd ed.). London: Routledge
Romanowski, M. H. & Nasser, R. (2012). Critical Thinking and Qatar’s Education For a New Era: Negotiating Possibilities. International Journal of Critical Pedagogy, 4 (1), 118-134.
Schön, D. (2016). The Reflective Practitioner: How Professionals Think In Action. London: Routledge.
Smits, H., Towers, J., Panayotidis E. L. & Lund, D. E. (2008). Provoking and Being Provoked by Embodied Qualities of Learning: Listening, Speaking, Seeing, and Feeling (Through) Inquiry in Teacher Education. Journal of the Canadian Association for Curriculum Studies, 6 (2), 43-81.
Stamenković, I. (2023). Kritičko promišljanje o prirodi i kvalitetu odnosa vaspitača i dece. U S. Zuković (Ur.), Međunarodna naučna konferencija Pedagogija – juče, danas, sutra, Zbornik radova (str. 211-218). Novi Sad: Filozofski fakultet.
Ukpokodu, O. N. (2010). Engagement and Social Justice and Institutional Change: Promises and Paradoxes. International Journal of Critical Pedagogy, 3 (2), 104-126.
van Manen, M. (2016). The Tact of Teaching: The Meaning of Pedagogical Thoughtfulness. London: Routledge.
Zeichner, K. & Liston, D. (1996). Reflective Teaching: an introduction. Mahwah, New Jersey: Lawrence Erlbaum Associates.
Brandenburg, R. (2008). Powerful Pedagogy: Self-Study of a Teacher Educator’s Practice. Springer.
Buchberger, F., Campos, B. P., Kallos, D. & Stephenson, J. (Eds.). (2000). Green Paper on Teacher Education in Europe – High Quality Teacher Education for High Quality Education and Training. Umea: Tematic Network on Teacher Education in Europe.
Bullough, R. V. (2003). Practicing Theory and Theorizing Practice in Teacher Education. In J. Loughran & T. Russell (Eds.), Teaching about Teaching: Purpose, Passion and Pedagogy in Teacher Education (pp. 13-31). Taylor & Francis.
Carr, P. R. (2008). „But What Can I Do?“ Fifteen Things Education Students Can Do to Transform Themselves In/Through/With Education. International Journal of Critical Pedagogy, 1 (2), 81-97.
Dahlberg, G., Moss, P. & Pence, A. (1999). Beyond Quality in Early Childhood Education and care: Postmodern Perspectives. London: Falmer Press.
Dinneen, F. (2008). Does relationship training for caregivers enhance young children’s learning and language? In T. Papatheodorou & J. Moyles (Eds.), Learning Together in the Early Years: Exploring relational pedagogy (pp. 169-184). Taylor & Francis.
Dirkx, J. M. (2008). Care of the Self: Mythopoetic Dimensions of Professional Preparation and Development. In T. Leonard & P. Willis (Eds.), Pedagogies of the Imagination: Mythopoetic Curriculum in Educational Practice (pp. 65 - 81). Springer Science + Business Media B.V.
Freire, P. (1998). Pedagogy Of Freedom - Ethics, Democracy, And Civic Courage. Lanham: Rowman & Littlefield Publishers.
Freire, P. (2005). Pedagogy Of The Oppressed. New York: Continuum.
Hargreaves, A. (1998). The emotional practice of teaching. Teaching and teacher education, 14 (8), 835-854.
Hinchey, P. H. (2010). Expanding Critical Communities of Practice: CESJ as Exemplar. International Journal of Critical Pedagogy, 3 (2), 151-162.
Korthagen, F. A. J. (2001). Linking practice and theory: The pedagogy of realistic teacher education. Paper presented at the Annual Meeting of the American Educational Research Association, Seattle, WA, United States.
Korthagen, F. A. J & Verkuyl, H. S. (2007). Do you encounter your students or yourself? The search for inspiration as an essential component of teacher education. In T. Russell & J. Loughran (Eds.), Enacting a Pedagogy of Teacher Education: Values, relationships and practices (pp. 106-123). Taylor & Francis.
Krnjaja, Ž. i Pavlović Breneselović, D. (2013). Quality Early Childhood Education Curriculum Framework in Postmodern Perspective. In M. Despotović & E. Hebib (Eds.), Contemporary Issues of Education Quality (pp. 13-29). Belgrade: Faculty of Philosophy, Institute for Pedagogy and Andragogy.
Krnjaja, Ž. i Pavlović Breneselović, D. (2022a). Priručnik za dokumentovanje: pedagoška dokumentacija i dokumentovanje u Osnovama programa PVO „Godine uzleta“. Beograd: MPNTR.
Krnjaja, Ž. i Pavlović Breneselović, D. (2022b). Vodič za razvijanje teme/projekta sa decom: integrisani pristup učenju kroz teme/projekte u skladu sa Osnovama programa PVO „Godine uzleta“. Beograd: MPNTR.
Levine Brown, E. (2011). Emotion matters: exploring the emotional labor of teaching [Doctoral dissertation, University of Pittsburgh].
Loughran, J. (2007). Enacting a pedagogy of teacher education. In T. Russell & J. Loughran (Eds.), Enacting a Pedagogy of Teacher Education: Values, relationships and practices (pp. 1-15). Taylor & Francis.
Michalsky, T. & Schechter, C. (2013). Preservice teachers’ capacity to teach self-regulated learning: Integrating learning from problems and learning from successes. Teaching and Teacher Education, 30, 60-73.
Moss, P. (2007). Bringing politics into the Nursery: Early childhood education as a democratic practice. Working Paper 43. Bernard van Leer Foundation: The Hague, The Netherlands.
Oates, R., Sanders, A., Hey, C., White, J., Wood, V. & Yates, E. (2008). Making a little difference for early childhood studies students. In T. Papatheodorou & J. Moyles (Eds.), Learning Together in the Early Years: Exploring relational pedagogy (pp. 185-195). Taylor & Francis.
Osnove programa predškolskog vaspitanja i obrazovanja - Godine uzleta (2019). Beograd: Prosvetni pregled.
Papatheodorou, T. (2008). Exploring relational pedagogy. In T. Papatheodorou & J. Moyles (Eds.), Learning Together in the Early Years: Exploring relational pedagogy (pp. 3-17). Taylor & Francis.
Papatheodorou, T. & Moyles, J. (2008). Introduction (to Part I, Part II and Part III). In T. Papatheodorou & J. Moyles (Eds.), Learning Together in the Early Years: Exploring relational pedagogy (pp. 20-22; 78-80; 154-156). Taylor & Francis.
Pavlović Breneselović, D. (2010). Od tima do zajednice učenja. Pedagogija, 65 (2), 236-246.
Pavlović Breneselović, D. (2012). Odnosi na ranim uzrastima. U A. Baucal. (Ur.), Standardi za razvoj i učenje dece ranih uzrasta u Srbiji (str. 133-149). Beograd: UNICEF i Institut za psihologiju Filozofksi fakultet Beograd.
Pavlović Breneselović, D. i Krnjaja, Ž. (2014). Osnove programa kao dimenzija kvaliteta predškolskog vaspitanja i obrazovanja. Pedagogija, 69 (2), 212-225.
Pavlović Breneselović, D., Krnjaja, Ž., Jovanović, M. i Sjeničić, G. (2022). Strategija zajedničkog razvijanja programa u skladu sa specifičnostima pojedinih uzrasta dece: razvijanje realnog programa u skladu sa Osnovama programa PVO „Godine uzleta“. Beograd: MPNTR.
Pravilnik o standardima kometencija za profesiju vaspitača i njegovog profesionalnog razvoja. (2018). Službeni glasnik Republike Srbije – Prosvetni glasnik, br. 16/2018.
Radulović, L. (2011). Obrazovanje nastavnika za refleksivnu praksu. Beograd: Filozofski fakultet.
Rajović V. i Radulović, L. (2007). Kako nastavnici opažaju svoje inicijalno obrazovanje: na koji način su sticali znanja i razvijali kompetencije. Nastava i vaspitanje, 4, 413-434.
Rautins, C. & Ibrahim, A. (2011). Wide-Awakeness: Toward a Critical Pedagogy of Imagination, Humanism, Agency, and Becoming. International Journal of Critical Pedagogy, 3 (3), 24-36.
Richert, A. E. (2003). Teaching Teachers for the Challenge of Change. In J. Loughran & T. Russell (Eds.), Teaching about Teaching: Purpose, Passion and Pedagogy in Teacher Education (pp. 73-94). Taylor & Francis.
Rinaldi, C. (2021). In Dialogue with Reggio Emilia: Listening, Researching and Learning (2nd ed.). London: Routledge
Romanowski, M. H. & Nasser, R. (2012). Critical Thinking and Qatar’s Education For a New Era: Negotiating Possibilities. International Journal of Critical Pedagogy, 4 (1), 118-134.
Schön, D. (2016). The Reflective Practitioner: How Professionals Think In Action. London: Routledge.
Smits, H., Towers, J., Panayotidis E. L. & Lund, D. E. (2008). Provoking and Being Provoked by Embodied Qualities of Learning: Listening, Speaking, Seeing, and Feeling (Through) Inquiry in Teacher Education. Journal of the Canadian Association for Curriculum Studies, 6 (2), 43-81.
Stamenković, I. (2023). Kritičko promišljanje o prirodi i kvalitetu odnosa vaspitača i dece. U S. Zuković (Ur.), Međunarodna naučna konferencija Pedagogija – juče, danas, sutra, Zbornik radova (str. 211-218). Novi Sad: Filozofski fakultet.
Ukpokodu, O. N. (2010). Engagement and Social Justice and Institutional Change: Promises and Paradoxes. International Journal of Critical Pedagogy, 3 (2), 104-126.
van Manen, M. (2016). The Tact of Teaching: The Meaning of Pedagogical Thoughtfulness. London: Routledge.
Zeichner, K. & Liston, D. (1996). Reflective Teaching: an introduction. Mahwah, New Jersey: Lawrence Erlbaum Associates.
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