Moretti, Adi

Moretti, Melita

Ropar, Ivan

Repository of University of Primorska

455UDK: 37.011.3:373.3:331.36JEL: A22Naše gospodarstvo / Our EconomyVol. 59, No. 1–2, 2013pp. 45–55DOI: 10.7549/ourecon.2013.1-2.05IZVIRNI ZNANSTVENI ČLANEK – ORIGINAL SCIENTIFIC PAPERprofeSSional developmenT of elemenTary School TeacherSPoklicni razvoj učitelja v osnovni šoliMelita MorettiPhD student at the Faculty of Management Koper,University of Primorska,melita.moretti@amis.netIvan RoparStudied at the Faculty of Management Koper,University of Primorskaivan@ropar.siAdi MorettiStudent at the Faculty of Arts,University of Ljubljanaadi.moretti@amis.netAbstractKnowledge societies make new demands and expectations of teachers that require changes in their roles and abilities. Teachers must be open to change, prepared to improve their qualifications, and motivated for constant professional development. This also requires the support of head teachers. Through quantitative research, we were able to get a closer look at the opinions elementary school teachers have of their own possibilities for professional development as well as the obstacles they face along the way. The results of the research were compared with theoretical fin-dings, and directions and recommendations for practice were suggested.Keywords: Teacher, elementary school, career, development, work experience.IzvlečekDružba znanja postavlja pred učitelje nove zahteve in pričakovanja, ki zahtevajo spremembe v učiteljevi vlogi in njegovi usposobljenosti zanje. Učitelji morajo biti odprti za spremembe, krepiti morajo različne kompetence in biti motivirani za svoj stalni poklicni razvoj. Pri tem pa morajo imeti tudi podporo ravnatelja. S kvantita-tivno raziskavo smo pridobili ožji, bolj poglobljen pogled učiteljev osnovnih šol na možnosti za poklicni razvoj in na spodbude ter ovire, s katerimi se pri tem srečuje-jo. Pridobljene podatke smo primerjali z izsledki v teoriji ter predlagali usmeritve in priporočila za prakso.Ključne besede: učitelj, osnovna šola, kariera, razvoj, delovne izkušnje1 IntroductionWe live in a knowledge society. It is a society of constant change, quick decision making, and lifelong learning, where a different set of skills than that in the past is needed for a quality life. The basic condition for the successful de-velopment and acquirement of skills is an efficient and quality education system run by highly trained teachers (Peklaj, 2008). Schools that produce the best results use development strategies to improve school and teacher progress as well as student achievement (Sentočnik, 2006). They recognize that cooperation with other schools and educational institutions is a necessity (Fullan & Hargrea-ves, 2000), as scientific developments are reflected in all parts of society (Peklaj, 2008). Every generation of future teachers that is entering education will have Prejeto/Received: November 2012Popravljeno/Revised: December 2012Sprejeto/Accepted: Januar 201352Teachers realize that they are the ones primarily re-sponsible for their professional development and that this requires the cooperation of the school leadership. They believe that the most appropriate time to start building their careers is after 11 to 20 years of work experience (Fullan & Hargreaves, 1992). At the same time, 75% of respon-dents believe that professional development can be planned, and they want to become actively responsible for its de-velopment. The respondents see additional training and education—as well as other variables dealing with student success and parent satisfaction—as the most important steps in their development. Satisfaction is one of the foun-dations upon which organizations build long-term success (Ropar, 2012), with employee–student–parent satisfacti-on being mutually connected. The most successful schools are flexible ones; their teachers have a clear picture of the schools’ functioning and vision. Factors directly connected to the teachers (i.e., head teachers, families, coworkers) are seen as having a positive impact on professional de-velopment. Inappropriate education legislation and unsu-itable education, on the other hand, are seen as having a negative impact. The latter—especially if considered in connection with the teachers’ evaluation that the intro-duction of changes into the educational process has had an important influence on professional development—shows that teachers realize the importance lifelong education has for themselves and the school (Verbiest, 2004). What is also of interest is that teachers find self-affirmation in horizon-tal promotion and thus become less sensitive to the pressure of their environment (i.e., their coworkers and students’ parents). This, in turn, makes them put even more value on further education. Different forms of formal and non--formal education are considered as exogenous factors of professional development (Javornik Krečič, 2007), but they also influence the teachers’ beliefs and values—namely, the endogenous factors of professional development.Therefore, we propose the following: – school leadership should foster all forms of employee cooperation that build trust, ensure mutual support, and lead to quality work and open dialogue; – all forms of teacher education should be promoted in order to ensure personal growth and school development; – head teachers should take on co-responsibility for their teachers’ professional development (head teachers might have different ideas about the teachers’ professio-nal development and might identify possible approaches for professional development, etc.); – a long-term vision of human resource management based on a strong school vision should be developed; – five-year individual teacher development plans (including action plans for further education and training, etc.) should be developed; – individual teacher development should be incorporated into school development plans; – teachers should be placed in leadership positions connected with planning, organization, guidance, and work control; – teachers should have the authorization to gain new qua-lifications and knowledge to improve teaching quality; – it should be possible for teachers to help create a school culture that will enable quality work and school success; and – the school administrators should ensure a safe enviro-nment for the teachers.The findings of our work will be of interest to teachers, head teachers, and anyone seeking employment in elemen-tary schools. 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Koper: Visoka šola za Management.59. Valenčič Zuljan, M. (2001). Modeli in načela učiteljeve-ga profesionalnega razvoja. Sodobna pedagogika, 52(2), 121−141.60. Verbiest, E. (2004). Skupnost učečih se strokovnjakov. Vodenje, 2, 31–41.61. West, M., Jackson, D., Harris, A., & Hopkins, D. (2000). Leadership for school improvement. In K. Riley & L. K. Seashore (Eds.), Leadership for change. London: Routledge Falmer. http://dx.doi.org/10.1080/1363243006887962. Zelena knjiga. (2001) Zelena knjiga o izobraževanju učiteljev v Evropi: kakovostno izobraževanje učiteljev za kakovost v vzgoji, izobraževanju in usposabljanju: tematsko omrežje o izobraževanju učiteljev v Evropi. Ljubljana: Ministrstvo za šolstvo, znanost in šport.63. Zellermayer, M., & Tabak, E. (2006). Knowledge construc-tion in a teachers’ community of enquiry a possible road map. Teachers and Teaching: Theory and practice, 12(1), 33–49. http://dx.doi.org/10.1080/13450600500364562NG, št. 1–2/2013 IzvIrNI zNaNstveNI člaNkI/OrIGINal scIeNtIfIc papers55Melita Moretti holds an MA in Management from the University of Primorska. Her research interests include knowledge management, marketing and sales. She participates in international conferences and is the author or co-author of several scientific articles, as well as a member of different project teams in the field of the economy and education. Currently she is preparing a PhD on sustainable deve-lopment of drinking water supplies.Mag. Melita Moretti je končala znanstveni magisterij na Univerzi na Primor-skem, Fakulteti za management Koper s področja managementa. Njeno raz-iskovalno, razvojno in strokovno delo je usmerjeno na področje managementa, managementa znanja, marketinga in prodaje. Sodeluje na mednarodnih znanstve-nih konferencah, je avtorica in/ali soavtorica različnih znanstvenih člankov ter članica različnih projektnih skupin, ki so povezani z gospodarstvom in šolstvom. Pripravlja doktorsko disertacijo s področja managementa trajnostnega razvoja oskrbovanja s čisto pitno vodo.Ivan Ropar holds an MA in Management from the University of Primorska. His research interests include management and marketing strategies development. He has worked in leading positions in the sales industry where his tasks included ensuring quality management and fostering competitive organizational cultures. He is an INLPTA certified NLP® practicioner and an excellent motivator. He has 16 years of experience in public institutes from the field of education.Mag. Ivan Ropar je končal znanstveni magisterij na UP, FM Koper. Deluje na področju managementa, oblikovanju in izvedbi trženjskih strategij. Je poznava-lec komerciale in trgovske dejavnosti v kateri ima več kot desetletne izkušnje na vodilnih delovnih mestih. Profesionalno se je ukvarjal z organizacijo kakovostne-ga poslovanja in oblikovanjem konkurenčne organizacijske kulture. Je NLP® praktik z mednarodnim certifikatom INLPTA in odličen motivator. Ima 16 letne izkušnje članstva v Svetih javnih zavodov s področja vzgoje in izobraževanja.Adi Moretti is a graduate of the Faculty of Arts, University of Ljubljana.Adi Moretti je absolvent na Filozofski fakulteti Univerze v Ljubljani.melIta mOrettI, IvaN rOpar, adI mOrettI: prOfessIONal develOpmeNt Of elemeNtary schOOl teachers

Poklicni razvoj učitelja v osnovni šoli

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Poklicni razvoj učitelja v osnovni šoli

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