SAVJETODAVNI RAD PEDAGOGA

Za razliku od tradicionalne škole, u današnje vrijeme odgojno-obrazovne ustanove stavljaju naglasak na cjeloviti razvoj učenika. To se, među ostalim, ostvaruje i pomoću savjetodavnog rada stručnog suradnika pedagoga kroz koji se nalaze rješenja problema učenika ili drugog subjekta savjetovanja. Tim putem pedagog motivira, podržava i pomaže razviti vještine kako bi se ostvario puni potencijal savjetovane osobe. S ciljem utvrđivanja načina provedbe savjetodavnog rada pedagoga u osnovnim i srednjim školama provedeno je kvalitativno istraživanje odrađivanjem polustrukturiranog intervjua s jedanaest pedagoginja na području grada Splita i bliže okolice. Dobiveni rezultati istraživanja opisani su i interpretirani u radu, a uključuju informacije temeljene na pet istraživačkih pitanja koji se odnose na: definiranje savjetodavnog rada i potrebnih kompetencija, karakteristike kvalitetnog pedagoškog razgovora, organiziranje i pripremanje pedagoga za pedagoško savjetovanje, provođenje pedagoškog savjetovanja i korištene metode, te izazove i preporuke pedagoga u savjetodavnom radu. Rezultati istraživanja pokazuju da su pedagozi nesigurni u definiranju pedagoškog savjetovanja, ali i u samom njegovom provođenju za koje smatraju da nisu dovoljno osposobljeni. Također, stavljen je naglasak na osobne kompetencije pedagoga naspram onih stručnih, a vrlo su bitne pogotovo iz razloga što je većina savjetodavnog rada pedagoga neplanirana. U savjetodavnom je razgovoru, prema ispitanim pedagoginjama, potrebno voditi računa o nizu elemenata koji se tiču samog načina komuniciranja, te je u takvom djelovanju najteže održati profesionalnost i suzdržati se od neprimjerenih emocionalnih reakcija.Unlike traditional schools, today's educational institutions put emphasis on the holistic development of the student. This is, among other things, achieved through the counselling work of a professional associate pedagogue through which solutions to the problems of students or other subjects of counselling are found. In that way, the pedagogue motivates, supports and helps to develop skills in order to realize the full potential of the counselled person. With the goal of determining the manner of conducting the counselling work of pedagogues in primary and secondary schools, a qualitative research was carried out by conducting a semi-structured interview with eleven pedagogues in the city of Split and the surrounding area. The obtained research results are described and interpreted, and include information based on five research questions related to: defining counselling work and necessary competencies, characteristics of quality pedagogical dialogue, organization and preparation of pedagogues for pedagogical counselling, conducting pedagogical counselling and methods used, and also challenges and pedagogues' recommendations in counselling work. The results of the research show that pedagogues are unsure in defining pedagogical counselling, but also in its conduction, for which they believe they are not sufficiently trained. Also, emphasis was placed on the personal competencies of pedagogues versus professional ones, and they are very important especially because most of the counselling work of pedagogues is unplanned. In the counselling dialogue, according to the surveyed pedagogues, it is necessary to take into account a number of elements concerning the very manner of communication, and in such actions, it is most difficult to maintain professionalism and refrain from inappropriate emotional reactions