The strategy of professional training for the professional development of educators

Obrazovanje i profesionalni razvoj odgojitelja trebao bi biti jedno od ključnih pitanja u svakoj zemlji, jer taj čimbenik izravno utječe na implementaciju i provedbu reformskih zahvata na području odgoja i obrazovanja. Treba uložiti sustavne napore koji bi bili usmjereni na inicijalno obrazovanje profesionalaca koji participiraju u neposrednom odgojno-obrazovnom radu te na njihovo kasnije cjeloživotno usavršavanje i napredovanje kojim se razvijaju i usavršavaju profesionalne vještine za bolje prepoznavanje i dekodiranje prakse. Napredovanje kroz refleksivnu praksu je jedan od učinkovitih načina stručnog napredovanja, vrlo različit od konvencionalnog načina cjeloživotnog obrazovanja. Model stručnog usavršavanja odgojitelja posredstvom refleksivne prakse stvara pretpostavke za samoučenje i samonapredovanje u kojemu se teorijska znanja prenose na vrlo složenu razinu situacijskoga i kontekstualnog područja.Education and professional development of educators should be one of the most important issues in every country, since this is the factor that directly affects implementation and enforcement of reforms in the field of education. It is necessary to put systematic efforts into the initial education of professionals who participate in a direct educational process and in their later professional training and progress that develop their skills recquired for the better identification and decoding practice. Development through the reflective practice is one of the most efficient models of professional development, very different from the conventional lifelong learning. The model of professional training of educators by using the reflective practice creates presuppositions for the self-learning and self-development where the theoretic knowledge passes on to a very complex level of situational and contextual learning