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Review article

Debate as a basic mode of co-operative learning of teachers and associates in kindergartens

Edita Slunjski ; Filozofski fakultet u Sveučilišta Zagrebu Odsjek za pedagogiju

Full text: croatian pdf 1.172 Kb

page 22-33

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Full text: english pdf 493 Kb

page 34-34

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Full text: german pdf 493 Kb

page 35-35

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The work shows disadvantages of traditional forms of teacher (kindergarten teacher) professional development and stresses the value of a continuous research of one’s own educational practice, training teachers to be reflective practitioners. Such an approach to professional development, opening a path to independence and professional autonomy of teachers, mostly relies on their professional mutual connection, unity and cooperation. Teachers’ connection and co-operation with their associates leads to a development of a professional learning association, where teachers’ own educational practice is researched and discussed and they continually learn together. Practical ethnographic research carried out in four kindergartens aimed at gradual increase of the quality of educational practice and achieving a culture of the dialogue and learning together through a debate. The research showed how a quality of debate in which all kindergarten employees participate encourages a development of educational practice, but the debate develops through a development of practice at the same time. Since it represents the cause, but also an outcome of achieving a higher quality of educational practice, a debate can be regarded as a basic mode of the learning process of kindergarten teachers and associates, as well as an instrument of a development of the kindergarten in whole.


professional development of teachers (kindergarten teaches), reflective practice, practical ethnographic research, debate, culture of dialogue

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