Izvorni znanstveni članak
https://doi.org/10.15516/cje.v20i0.3046
Professional Development of Kindergarten and Elementary School Teachers for Collaboration with Parents
Anita Mandarić Vukušić
orcid.org/0000-0003-1532-0069
; University of Split, Faculty of Humanities and Social Sciences
Sažetak
With initial education, practice and lifelong learning, educational staff develop knowledge, skills, abilities, as well as values and attitudes necessary for holistic approach to child development. Beliefs and attitudes can significantly determine how an individual will act. Therefore, in order to determine the differences in child-rearing beliefs and the image of the child between parents in teaching and non-teaching professions, a survey was conducted on a sample of 544 respondents with completed tertiary education. The sample consisted of 247 parents in teaching professions (kindergarten teachers, teachers, pedagogues) and 297 parents in non-teaching professions (economics, law, healthcare, engineering). The general hypothesis of this research was that there is no difference in child-rearing beliefs and the image of the child between parents in teaching and non-teaching professions. However, the results have revealed some differences. Kindergarten and elementary school teachers, more so than respondents in other professions, think that it is not necessary at all to use corporal punishment, but to be more actively involved instead and use induction in the upbringing of children. They also have a more contemporary view of the image of the child. Based on all the obtained results, it is possible to conclude that educational staff should be more engaged in the development of parental competence.
Ključne riječi
collaboration with parents; educational competence; teaching professions; professionalism
Hrčak ID:
200226
URI
Datum izdavanja:
28.2.2018.
Posjeta: 3.221 *