Концептуализација и истраживање професионалног развоја наставника

Наташа А. Вујисић Живковић, Универзитет у Београду, Филозофски факултет, имејл: nvujisic@f.bg.ac.rs
Јелена Д. Врањешевић, Универзитет у Београду, Филозофски факултет
Иновације у настави, XXXII, 2019/3, стр. 13–23

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doi: 10.5937/inovacije1903013V


Резиме: Професионални развој наставника представља све заступљенију тему у савременој литератури о образовању. У овом раду представили смо могућу теоријску концептуализацију професионалног развоја наставника, његове карактеристике као индивидуалног и колаборативног процеса и однос са променама у савременом образовању. Циљ истраживања био је да се утврди која професионална питања и дилеме заокупљају наставнике и учитеље који су на почетку свог професионалног развоја, а којим се питањима и дилемама баве као искусни практичари, како би се допринело даљем конципирању професионалног развоја као континуираног процеса. Налази истраживања су у складу са трофазним моделом професионалног развоја наставника Фулера и Брауна, у коме су ови аутори издвојили фазу „бриге за опстанак“, фазу „бриге за наставу“ и фазу „бриге за ученике“. Истраживање је потврдило постојање ових фаза у професионалном развоју и учитеља и наставника.

Кључне речи: професионални развој, трофазни модел, наставник почетник, искусан наставник.


Summary: 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.

Keywords: professional development, three-phase model, beginner teacher, experienced teacher.



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