Experiental Learning and Kindergarten Teachers' Implicit Pedagogies

Implicitna pedagogija je privatna teorija koju tvore osobni stavovi, uvjerenja i vrijednosti koje njegujemo, norme kojih se pridržavamo i osobine koje posjedujemo. Implicitna pedagogija odgajatelja odnosi se na njegovu subjektivnu odgojnoobrazovnu teoriju. Sačinjava ju pogled na dijete, njegovu narav, potrebe i mogućnosti, čimbenici razvoja, ciljevi odgoja i odgojne prakse. Implicitne pedagogije odgajatelja impliciraju se u svakom segmentu odgojno-obrazovnog rada i preduvjet su funkcioniranja cjelokupnog odgojno-obrazovnog konteksta. Kontekst ustanove djeluje na odgoj i razvoj djece i o njegovoj kvaliteti ovisi kvaliteta dječjeg iskustva, življenja, učenja, socijalizacije i osobnosti. Dijete uči u interakciji sa svojom fizičkom okolinom i socio-kulturnim okruženjem. Suvremena uloga odgajatelja u skladu je sa konstruktivističkim odgojno-obrazovnim konceptom po kojemu je dijete subjekt odgojno-obrazovnog procesa. Odgajatelj znanje ne prenosi djetetu, dijete uči samoinicijativno na temelju vlastita iskustva. Isto tako, i odrasli najbolje uče kad preuzimaju aktivnu ulogu u procesu vlastitog učenja. Prema iskustvenoj teoriji učenja, iskustvo je ključna sastavnica učenja. Ljudi uče u kontekstu sa svijetom u kojem žive, učenje se odvija cjeloživotno i u svim područjima života, a samoaktivnost dovodi do učenja ako sadrži refleksiju. Refleksivna praksa sredstvo je putem kojeg odgajatelji napreduju, profesionalno se razvijaju i mijenjaju svoje implicitne pedagogije. U njoj se znanje stvara u odgojno-obrazovnim situacijama i iznova primjenjuje u radu čime se unapređuje praksa i razvija novo znanje. Akcijska istraživanja zajednička su istraživanja istraživača i praktičara s ciljem unapređenja odgojno-obrazovne prakse, kreiranja uvjeta, okruženja i ozračja za kvalitetan rast i razvoj djece. Stvaraju transformacijsku razinu znanja koja posjeduje snagu mijenjanja odgojno-obrazovne prakse.Implicit pedagogy is one's private theory comprised of personal views, beliefs and values that we hold, norms that we abide by, and traits that we possess. Preschool teacher's implicit pedagogy is related to their subjective educational theory, which consists of their perception of a child and their character, needs and potentials, factors of development, goals of education and educational practice.Implicit pedagogies of preschool teachers are reflected in every segment of their educational practice and are a precondition for functioning of the entire context of preschool institution. Context of preschool institution influences the education and the quality of children's experiences, living, learning, socializing and personality depends on the quality of the environment. A child learns by interacting with their physical environment and sociocultural surroundings. The contemporary role of a preschool teacher is consistent with constructivistic educational concept, according to which the subject of the educational process is the child. A preschool teacher does not pass knowledge on to the child, on the contrary, the child learns on their own initiative based on their experiences. Likewise, adults also learn most efficiently when they assume the active role in the process of learning. According to the experiential learning theory, experience is the key to learning. People learn in the context of the world they live in, and learning is a constantly ongoing process present in all aspects of our lives, while self-initiative leads to learning if it is accompanied by reflective practice. Reflective practice is a means for preschool teacher's improvement, professional development, and change of their own implicit pedagogy. Through the reflective practice, knowledge is created in educational situations and constantly reapplied to work, which improves the practice and develops new realizations. Action research is the combined research of experts and practitioners with the goal of improving the educational practice, creating conditions and the environment for quality growth and development of children. Those types of research are creating transformative level of knowledge which has the strength to change the educational practice