Professional development of educators

U današnjem promjenjivom svijetu koji se brzo razvija, došlo je do promjena i u sustavima obrazovanja pa se ono više ne odvija isključivo unutar obrazovnih institucija, već i izvan formalnih, tradicionalnih sustava. Za pružanje teoretskih znanja zaduženi su fakulteti, a za pružanje praktičnih znanja zaduženi su dječji vrtići i škole. Glavni čimbenik profesionalnog razvoja odgajatelja je njegova intrinzična želja i motivacija za profesionalnim usavršavanjem. Odgajatelji moraju kontinuirano raditi na svom osobnom i profesionalnom razvoju jer je to primarni cilj profesionalnog djelovanja u okruženju koje se neprekidno mijenja. Znanje stečeno formalnim obrazovanjem više nije dovoljno za obavljanje visokokvalitetnog profesionalnog rada i zbog toga je potrebno stalno naglašavati važnost nastavka profesionalnog usavršavanja odgajatelja putem svih dostupnih metoda učenja i kroz suradnju s drugima, unutar i izvan odgojno- obrazovne ustanove. Istinsko i pravo profesionalno usavršavanje odgajatelja moguće je samo u ustanovi u kojoj vladaju suradništvo i otvorenost prema kritičkom odnosu. Odgajatelj treba surađivati s drugim kolegama i članovima stručnog tima kako bi unaprijedio kvalitetu vlastite prakse, a time utjecao i na kvalitetu profesije i ustanove u cjelini. Takvim pristupom postupno dolazimo do transformiranja kulture odgojno-obrazovne ustanove i ostvarenja koncepta profesionalnih zajednica. U prvom dijelu rada navode se teorijska polazišta profesionalnog usavršavanja odgajatelja i usavršavanje u Republici Hrvatskoj te vrste cjeloživotnog učenja. Drugi dio rada usmjeren je na vrste profesionalnog usavršavanja te utjecaj digitalnih tehnologija na profesionalno usavršavanje odgajatelja.In today's fast developing world many changes have occurred in educational systems, transferring education from institutions to less formal and non-traditional systems of education. Faculties remain as the main providers of theoretical knowledge to students, while schools and kindergartens provide them with basic practical skills. The main factor involving vocational training of tutors is their intrinsic desire and motivation for continuous professional development. Tutors must continuously work on their personal and professional development in as much as that constitutes the primary goal of professional activity in an ever-changing working environment. Knowledge attained exclusively by formal education is no longer adequate for performing professional activities to a satisfying degree. Hence it is necessary to continuously stress the importance of continuing the further professional development of tutors by available didactic methods, available within an institutional and non-institutional framework. Proper professional development of tutors is possible only in an institution that nurtures solidarity, cooperation, and open-mindedness towards criticism. Tutors must cooperate with their colleagues and members of the expert group to improve the quality of their professional activities and the professional image of their institution. Following this approach, we would gradually transform the culture of educational institutions and come to realize the concept of professional communities. The first part of this article will specify the theoretical framework of vocational training of tutors, types, and methods of teaching employed in Croatia. The focus of the second part of the article will be on specifying types of professional development and the influence of digital technologies on the methodology of vocational training of tutors