Lifelong learning of preschool teachers for work with children with disabilities

Abstract

Cjeloživotno obrazovanje odgojitelja jest cjeloživotni proces. Prva razina je inicijalno obrazovanje kroz koje odgojitelj stječe osnovna znanja potrebna za rad u predškolskom odgoju. Temeljne kompetencije za rad u odgojno-obrazovnom kontekstu studenti stječu na trogodišnjim i petogodišnjim sveučilišnim preddiplomskim i diplomskim studijima. Daljnje obrazovanje odgojitelja predstavljaju različiti oblici stručnih usavršavanja, najčešće kroz stručne skupove. Kompetencije koje odgojitelj predškolske djece stječe tijekom cjeloživotnog obrazovanja su zapravo skup raznih znanja, sposobnosti, vještina i stavova kojima gradi svoju praksu. Kada se govori o kompetencijama odgojitelja, one su posebno važne u kontekstu inkluzivnog odgoja i obrazovanja. Naime, osim ključnih kompetencija, za rad s djecom s teškoćama u razvoju, potrebne su i specifične kompetencije. Skup specifičnih kompetencija odgojitelj stječe kroz stručne skupove namijenjene odgojiteljima za rad u takvom okruženju. Inkluzija je pedagoško povezivanje djece s teškoćama u razvoju s djecom bez teškoća, te podrazumijeva višu razinu uvažavanja djece s teškoćama u razvoju kako bi im se omogućilo ravnopravno sudjelovanje u odgojno-obrazovnom procesu. Odgojitelj je ključna figura za uspješnu inkluziju jer omogućuje osnovu za daljnje aktivno sudjelovanje djece s teškoćama u svojoj lokalnoj zajednici. Cilj ovoga rada jest utvrditi pojavnost programa cjeloživotnog učenja kojima bi se odgojitelje dodatno ojačalo za rad s djecom s teškoćama u razvoju. U tu svrhu se provela analiza sadržaja dostupnih programa cjeloživotnog obrazovanja pri Agenciji za odgoj i obrazovanje i učiteljskim fakultetima u Republici Hrvatskoj. Istraživanje je pokazalo kako se se broj stručnih skupova namijenjenih odgojiteljima za rad s djecom s teškoćama u razvoju smanjuje, dok je potreba za njima je u porastu zahvaljujući strategijama i smjernicama za inkuzivni predškolski odgoj na razini Europske Unije i Republike Hrvatske.Lifelong learning of preschool teachers is a lifelong process. First level is the initial education through which the preschool teachers gains basic knowledge required for work in preschool education. Basic competences for work in the educational context are gained by three-year and five-year university undergraduate and graduate studies. Further education of preschool teachers are covered by the variety of professional trainings, mostly through profesional workshops and seminars. The competences that a preschool teachers gain during lifelong learning is a set of various knowledges, abilities, skills and attitudes, through which they build their practice. When it comes to the competencies of preschool teachers, they are particularly important in the context of inclusive education. Besides the key competencies for working with children with disabilities, specific competencies are also needed. A set of specific competencies preschool teachers gets through professional seminars intended for preschool teachers to work in such an environment. Inclusion is the pedagogical connection of disabled children with children without difficulties, and implies a higher level of respect for children with developmental difficulties and treats them as equally equal participants in the educational process in order to enable them to participate equally in the educational process. The preschool teacher is a key figure for successful inclusion because it provides the basis for further integration throughout life. The aim of this paper is to identify the phenomenon of lifelong learning programs, which would further encourage preschool teachers to work with children with disabilities. The research was carried out through an analysis of the available content of lifelong learning programs at the Education and Teacher Training Agency and in the faculties for teacher education in the Republic of Croatia. The research has shown that the number of professional seminars intended for preschool teachers working with children with disabilities is decreasing, while the need for them is increasing, thanks to strategies on inclusive education in European Union and Republic of Croatia