Reflective practice of kindergarten teacher

Odgojiteljevu praksu čine njegove osobne teorije o djeci, vrtiću i kvalitetnom pedagoškom djelovanju, te njegove akcije, tj. primjena vlastitih pedagoških teorija u praksi. Na odgojiteljeve akcije utječu mnogi čimbenici njegove implicitne pedagogije: stav o vrtiću i njegovoj primarnoj funkciji, stav o grupi djece i svakom pojedinom djetetu, karakterne osobine odgojitelja i općenito funkcioniranje u zajednici. Kako bi odgojitelji osvijestili vlastite implicitne teorije i unaprijedili kvalitetu odgojno-obrazovnog procesa, važno je kontinuirano propitivanje vlastite prakse provođenjem refleksije. Cilj ovog istraživanja bio je utvrditi postoji li značajna razlika između odgojiteljevih stavova (teorija o akciji) i njihovih postupaka tj. primjene u praksi (teorija u akciji) s obzirom na: radni staž, ostvareni radni odnos i zadovoljstvo kvalitetom uvjeta rada u vrtiću. Također se nastojalo ispitati postoji li korelacija (povezanost) učestalosti provedbe refleksije s obzirom na životnu dob ispitanika, radno iskustvo, ostvareni radni odnos i zadovoljstvo cjeloukupnom kvalitetom uvjeta rada u dječjem vrtiću. U istraživanju je sudjelovalo 84 ispitanika, a za prikupljanje podataka je korišten upitnik sastavljen od dva dijela: općih podataka, te Likertove ljestvice kojom se izražavao pozitivan ili negativan stav o nekoj tvrdnji zaokruživanjem broja od 1 do 5. Dobiveni rezultati su pokazali da u pojedinim slučajevima postoji značajna razlika između teorije o akciji i teorije u akciji s obzirom na zadovoljstvo cjelokupnom kvalitetom rada u dječjem vrtiću. Nasuprot tome, rezultati su također pokazali kako ne postoji značajna razlika između odgojiteljevih stavova i njegove primjene u praksi s obzirom na duljinu radnog staža i ostvarani radni odnos. Također je istraživanje pokazalo kako postoji značajna povezanost učestalosti provedbe refleksije s obzirom na životnu dob ispitanika, radno iskustvo, ostvareni radni odnos i zadovoljstvo cjeloukupnom kvalitetom uvjeta rada u dječjem vrtiću.What makes an educator's practice is his personal theories about children, about kindergarten and about excellent pedagogic activity, and his actions. i.e. his application of his own pedagogic theories in practice. A Lot of factors regarding educator's implicit pedagogy have an impact on his activities: his attitude towards kindergarten and towards his primal function, his attitude towards a group of children and towards every single child, his personal characteristics and broadly his functioning in the society. In order for educators to awake their own implicit theories and to improve quality of the educational process, it is important to continually rethink their own practice by doing reflection. The aim of this paper is to determine is there a significant difference between the educator's attitude (theory about action) and his practice. i.e. application in practice (theory in action) regarding: working experience, working relationship status, kindergarten working conditions satisfaction. Also, this paper is trying to establish is there a correlation between the educator's reflection frequency and his age, his working experience, his working relationship status and his overall kindergarten working condition satisfaction. 84 examinees participated in this research, inquiry used in this research consisted of two parts, general data and Likert scale which expressed positive or negative attitude towards specific statements by selecting numbers from 1 to 5. Results showed that in some cases there is a significant difference between theory about action and theory in action regarding overall kindergarten working condition satisfaction. On the other hand, results also showed that there is no significant difference between educator's attitudes and his application in practice regarding his length of working experience and working relationship status. Also, research has shown that there is a significant correlation of educator's reflection frequency regarding his age, working experience, working relationship status and overall kindergarten working condition satisfaction