Reflective practice model - an efficient way of professional development in the classroom management

Promjena paradigme profesionalnoga razvoja učitelja, posebno reorganiziranje stručnoga usavršavanja, predstavlja važan preduvjet uvođenju pozitivnih promjena u školsku praksu. Refleksivna se praksa smatra učinkovitim načinom stručnoga usavršavanja. Upravljanje razredom i ostvarivanje discipline područje je odgojno-obrazovnoga rada u nastavi koje se tradicionalno smatra najvećim izazovom, a u stručnom je usavršavanju učitelja prilično zanemareno. Cilj je istraživanja bio utvrditi postoji li razlika u samoprocjeni ponašanja i zadovoljstvu poslom učitelja u upravljanju razredom i disciplinom s obzirom na oblik njihova stručnoga usavršavanja: tradicionalni oblik nasuprot modelu refleksivne prakse. Istraživanje je obuhvaćalo neprobabilistički uzorak od ukupno 218 učitelja u RH podijeljen na eksperimentalnu i kontrolnu skupinu. Dobivene su značajne razlike: primjena refleksivne prakse (eksperimentalna skupina) utječe na pozitivniju samoprocjenu ponašanja i veće zadovoljstvo poslom u upravljanju razredom i disciplinom nego sama edukacija (kontrolna skupina). Rezultati impliciraju da se primjenom modela refleksivne prakse može učinkovito reorganizirati stručno usavršavanje i mijenjati paradigma profesionalnoga razvoja.The change of teachers’ professional development paradigm, especially professional training, is an important precondition while implementing positive changes in school practice. Reflective practice is considered as an efficient way of professional development. Classroom management and discipline, as a segment of educational work, traditionally is perceived as the greatest challenge while simultaneously neglected in professional training. The aim of this research was to identify if there is a difference in teachers’ self-evaluation of behavior and job satisfaction in classroom management and discipline regarding the form of their professional training. The research sample size was 218 Croatian teachers into experimental and control group. Results showed significant differences between groups. Reflective practice implementation (experimental group) results in more positive teachers’ self-evaluation of behavior and job satisfaction in classroom management and discipline than education (control group). The results indicate that proposed reflective practice model can be good foundation for efficient reorganization of professional training and change of professional development paradigm