Professional development of kindergarten teachers in Croatia – a personal choice or an obligation

Visković, Ivana; Jevtić, Adrijana Višnjić

doi:10.1080/09575146.2017.1278747

Cited by 5 publications

(7 citation statements)

References 9 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…We conclude that Hong Kong preschool teachers require music-specific PD (1) centered on strategies to foster children’s musical creativity and the design of theme-based activities, intended to meaningfully integrate music with the other learning areas; (2) facilitated by experts in pedagogy and/or music performance; (3) conducted as workshops and mentoring sessions; and (4) focused on observation, skill acquisition, and practice. These findings resonate with prior studies conducted in other Asian societies (e.g., Múñez et al, 2017; Yim & Ebbeck, 2011) and Western countries (Barrett et al, 2019; Hamilton, 2013; Visković & Višnjić Jevtić, 2018). The findings are also largely consistent with the framework of critical features of high-quality PD (Desimone, 2009; Desimone & Garet, 2015), with the exception of the critical feature of extensive and sustained duration.…”

Section: Discussionsupporting

confidence: 91%

“…This shows that for PD initiatives to be attractive for teachers, facilitators must be perceived as knowledgeable peers, experienced in content or pedagogy, and able to provide practical insights, expert advice, guidance, modeling, and/or mentoring. These findings are consistent with trends in other countries such as Australia (Barrett et al, 2019), the United States (Tsugawa, 2021), Croatia (Visković & Višnjić Jevtić, 2018), and Singapore (Bautista, Toh, & Wong, 2018), reflecting the need for PD initiatives to be applicable, practical, and aligned with teachers’ job-related demands (Kuijpers et al, 2019).…”

Section: Discussionsupporting

confidence: 81%

See 1 more Smart Citation

Preschool teachers’ music-specific professional development preferences: Does teaching experience matter?

Wong

Bautista

et al. 2023

Research Studies in Music Education

View full text Add to dashboard Cite

The purpose of this study was to investigate Hong Kong preschool teachers’ music-specific professional development (PD) preferences and analyze the potential differences among teachers with varying levels of teaching experience (beginning, experienced, and advanced). A survey was developed to assess four music-specific PD preferences: content, facilitators, types, and activities/resources. We found that respondents ( N = 1,019) preferred PD that was centered on musical creativity and curriculum integration; facilitated by experts in pedagogy and music performance; conducted as short workshops and mentoring sessions; and focused on observation, skill acquisition, and practice. The data also revealed significant differences between beginning, experienced, and advanced teachers and their PD preferences. Beginning teachers showed a higher preference for graduate studies and blended PD. Beginning and experienced teachers were more interested in playing instruments and in learning by observing other teachers. Advanced teachers showed preference for PD focusing on dance and music appreciation. The study shows that teaching experience is a crucial factor for determining preschool teachers’ music-specific PD preferences. Implications include considering teachers’ interests, motivations, and needs while planning and designing PD for preschool teachers. Further research should explore what teachers with different profiles require in specific educational settings.

show abstract

Section: Discussionsupporting

confidence: 91%

Section: Discussionsupporting

confidence: 81%

Preschool teachers’ music-specific professional development preferences: Does teaching experience matter?

Wong

Bautista

et al. 2023

Research Studies in Music Education

View full text Add to dashboard Cite

show abstract

“…The professional development of teachers is important with regard to the outputs of the education system. Countries that strive for high quality in their educational processes should accept the importance of professional development of teachers while developing their education policies and should make systematic investments in professional development (Visković and Višnjić Jevtić, 2018). The establishment of personal accountability systems as part of the investments which can be made for the professional development of teachers and hence their occupational professionalism plays an important role by itself as well as by enabling us to keep track of the quality of other educational investments.…”

Section: Discussionmentioning

confidence: 99%

Teacher Accountability for Teacher Occupational Professionalism: The Effect of Accountability on Occupational Awareness with the Mediating Roles of Contribution to Organization, Emotional Labor and Personal Development

Küçükbere¹,

Balkar

2021

ERIES Journal

View full text Add to dashboard Cite

Accountability enables teachers to exhibit professional behaviors in school processes. However, the contribution of accountability to teacher occupational professionalism depends on the effective structuring of accountability mechanisms. It is necessary to examine how the connection between teacher occupational professionalism and accountability can be effectively established in line with different conceptual models. Therefore, this study investigated the relationship between teacher accountability and occupational professionalism by analyzing a proposed conceptual model of accountability and occupational professionalism dimensions. The first step for effective accountability mechanisms is to raise occupational awareness. Therefore, the effect of teacher accountability on teacher occupational awareness, which is one of the components of occupational professionalism, was examined with the mediating roles of contribution to organization, emotional labor and personal development dimensions of occupational professionalism. Employing correlational research design, the study sample included 576 middle school teachers from Gaziantep province in the southeast of Turkey. The study revealed that contribution to organization and emotional labor play a partially mediating role in the relationship between accountability and occupational awareness. However, teacher personal development has no mediating role. The results present a framework to develop teacher personal accountability supporting teacher occupational professionalism.

show abstract

“…In Vujičić and Čamber Tambolaš (2017), participant teachers stressed strengthening the importance of collaborative educational research with other educators in their ECEC program. Similarly, Visković & Višnjić Jevtić (2018) show that Croatian kindergarten teachers' PD advanced when they had the opportunity to share good classroom practice, dialogue, and discussion with other ECEC colleagues. Farquhar and Tesar (2016) presented focus groups as both a research method and an empowering PD space for ECEC practitioners.…”

Section: Trainingmentioning

confidence: 99%

“…In studying teachers with higher levels of education, Visković and Višnjić Jevtić (2018) find that these professionals considered themselves as ready to self-organize and personalize their own PD. Among external factors influencing PD initiatives success, transformational experiences seem to be defined by continuity over a long period of time (Visković & Višnjić Jevtić, 2017).…”

Section: Trainingmentioning

confidence: 99%

Educación infantil y calidad docente

Rodríguez-Carrillo¹,

Mérida-Serrano²,

Alfaya³

2022

revHUMAN

View full text Add to dashboard Cite

Es escasa la investigación sobre las competencias necesarias para educar eficazmente en los primeros años de vida, y sobre los factores que influyen en la adquisición de una identidad docente de calidad para trabajar en Educación Infantil (EI). Los resultados de la presente revisión integradora apuntan que (1) el profesorado excelente de EI atiende a la diversidad de su alumnado, (2) las comunidades de práctica contribuyen a la adquisición de una identidad docente excelente, y (3) ciertas deficiencias en los programas de formación docente y determinados factores contextuales obstaculizan un desempeño docente excelente.

show abstract

Professional development of kindergarten teachers in Croatia – a personal choice or an obligation

Cited by 5 publications

References 9 publications

Preschool teachers’ music-specific professional development preferences: Does teaching experience matter?

Preschool teachers’ music-specific professional development preferences: Does teaching experience matter?

Teacher Accountability for Teacher Occupational Professionalism: The Effect of Accountability on Occupational Awareness with the Mediating Roles of Contribution to Organization, Emotional Labor and Personal Development

Educación infantil y calidad docente

Contact Info

Product

Resources

About