| Abstract | Današnji globalni i (post)moderni svijet izrazito je okarakteriziran pluralizmom stilova. Ujedno se u takvom svijetu događaju turbulentne promjene, koje se reflektiraju na sustav odgoja i obrazovanja. Kako bi odgojno-obrazovna ustanova mogla odgovarati na suvremene potrebe društva, potrebno je konstantno unositi promjene i inovacije u rad. Zbog toga se danas, pred odgojno-obrazovne ustanove, a osobito pred pedagoga kao nositelja razvojno-pedagoške djelatnosti, stavlja težak zadatak. Razvoj profesije školskog pedagoga u Hrvatskoj, započeo je 50-ih godina 20. stoljeća. U narednim godinama pa sve do danas, nastojale su se definirati uloge, funkcije, položaj i područja rada pedagoga, što kroz izmjene i objave novih zakona potaknutih odgojno-obrazovnim reformama, što kroz publikacije pedagoške znanstvene literature i teorijskih koncepata. Profesija pedagoga na početku svojega razvoja, bila je obilježena radom nadzorničke prirode nad nastavnicima i nastavom te administrativnim poslovima. Ubrzo, zahvaljujući utjecajima teorijskih koncepata u pedagogiji, profesija pedagoga dobiva na važnosti. Samim time, ubrzo se u školama počinju oformljivati stručno-pedagoške službe. Danas je poznato, kako je pedagog –stručni suradnik u odgojno-obrazovnim ustanovama, čiji je primarni zadatak poticati inovacije, kako bi se unaprijedio rad i podigla kvaliteta odgojno-obrazovne ustanove. Važno je istaknuti kako pedagog u svojem radu treba slijediti i primjenjivati nove znanstvene spoznaje, od kojih je danas najaktualnija teorija konstruktivizma (holističko učenje i poučavanje). Ono što zabrinjava kada govorimo o profesiji pedagoga, jesu podaci iz navedenih istraživanja u radu, koji svjedoče o neprepoznatljivosti profesije pedagoga u društvu i smanjenju njegova ugleda. Također, zabrinjavaju i podaci koji svjedoče o brojnosti zaposlenih pedagoga u osnovnim i srednjim školama, koji nisu u skladu s Državnim pedagoškim standardima (2008). Osim toga, Zakon o odgoju i obrazovanju u osnovnoj i srednjoj školi (2012) je također ostao nedorečen po pitanju profesije pedagoga i standardizacije opisa njegovih poslova u odnosu na druge stručne suradnike. |
| Abstract (english) | Today's global and (post)modern world is extremely characterized by the pluralism of styles. At the same time, the turbulent changes which reflect on educational system occur in that world. In order for educational institutions to be able to satisfy the modern needs of society, it is necessary constantly to introduce changes and innovations in work. That is why today educational institutions and especially pedagogues as representatives of developmental and pedagogical activities have a tough task ahead. In Croatia the development of the profession of school pedagogue has begun in 1950s. In the following years until today there was an effort to define the roles, functions, position and the field of work of the pedagogue, either by the changes and introduction of new laws encouraged by educational reforms or by the publications of scientifi pedagogical literature and theoretical concepts. The early stages of the development of pedagogical profession were marked by supervision of teachers and lectures and administrative work. After a short period of time, pedagogical profession gained in importance thanks to the influence of theoretical concepts in pedagogy. Therefore the first professional, pedagogical services started soon to take form. It is known today that the pedagogue is professional associate in educational institutions whose primary assignment is to encourage innovation in order to improve work and raise quality of educational institutions. It is important to highlight that pedagogue in his or her work needs to follow and apply new scientific knowledge, of which the most current one is the theory of constructivism (holistic learning and teaching). What concerns us related to pedagogical profession is the data from the research in the thesis which gives evidence of the unrecognizability of pedagogical profession by the society and the reduction of its reputation. The information that give evidence of the number of employed pedagogues in primary and secondary schools which is not in accordance with Državni pedagoški standardi (2008) is also concerning. Furthermore, Zakon o odgoju i obrazovanju u osnovnoj i srednjoj školi (2012) is likewise incomplete in terms of pedagogical profession and the standardization of his or her job description in relation to other professional associates. |
