The role of the school counsellor in school-community collaboration: The case of Slovenia

Gregorcic-Mrvar, Petra; Mažgon, Jasna

doi:10.5937/ijcrsee1701019g

Cited by 10 publications

(3 citation statements)

References 8 publications

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“…Ono što čini specifičnost profesionalnog delovanja pedagoga na ovim prostorima u odnosu na školske savetnike u nekim drugim obrazovnim sistemima jeste to što se njihova uloga ne ograničava samo na brigu o individualnom razvoju i napredovanju dece/ učenika, već su oni posvećeni funkcionisanju svih segmenata vaspitno-obrazovnog rada i imaju vodeću ulogu u procesu razvoja i unapređivanja kvaliteta rada ustanove (Gregorčič Mrvar, 2021;Ledić i sar., 2013;Vican i sar., 2022).…”

Section: Profesionalna Uloga Stručnih Saradnika: Komparativni Osvrtunclassified

Self-portrait of the professional role of a pedagogue

Spasenović,

Kraguljac

2023

Nastava i vaspitanje

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The professional practice of pedagogists is of great importance for achieving and developing the quality of educational work in preschools and schools. However, there are still open questions and dilemmas in the professional community regarding the nature of the professional role of pedagogists. This paper presents the findings of research conducted with the aim of gaining a more complete understanding of the beliefs of (pre)school pedagogists about their own professional role. Data was collected through a focus group interview involving 9 pedagogists employed in preschools and schools in the city of Belgrade. Through the thematic analysis of the data obtained from the focus group, three themes were identified: the characteristics of professional work of pedagogists; the context in which the professional activity of pedagogist is realized; and the status and position of the profession. Pedagogists point out the multitude and diversity of the tasks they perform, as well as the challenges and difficulties in fulfilling their professional role. They are aware of their own responsibility in terms of affirming the status and position of the profession, both in society and within the institution. The paper raises questions for further reflection on this issue. It is concluded that creating the image of pedagogists as professionals who are proactive, who initiate and lead changes, who question and research practice, and who contribute to the development of educational quality, is a sure path to the successful realization of their professional role and the affirmation of the the profession.

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Section: Profesionalna Uloga Stručnih Saradnika: Komparativni Osvrtunclassified

Self-portrait of the professional role of a pedagogue

Spasenović,

Kraguljac

2023

Nastava i vaspitanje

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“…In the Czech Republic and Slovakia, school psychologists (who work directly in schools) and consultant psychologists (who work in consultancy centers), are strictly distinguished from each other. In Slovenia, there are psychologists who work both in schools, in the framework of school counselling services, as well as in counselling centers for schools, which are regionally located (Eurydice, 2019;Gregorčič Mrvar & Mažgon, 2017). For this reason, the Slovenian sample is somewhat different, so we use both terms in our article: school psychology and educational psychology.…”

Section: The Present Studymentioning

confidence: 99%

Evidence–Based Practice for Psychologists in Education: A Comparative Study from the Czech Republic, Slovakia, and Slovenia

Juriševič¹,

Lazarová²,

Gajdošová³

2019

Psych. Rus.

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Background. In recent decades, discussion has been increasing about the guidelines for psychological interventions, evidence-based interventions (EBI), and evidence-based practice (EBP). These efforts have a longer tradition in medicine and psychiatry, but are increasingly present in the practice of school psychology. The creation, use, and implementation of EBP procedures protects psychologists from intuitive and non-scientific procedures that can harm clients, psychology, and its development.Objective. The focus of this article is the EBP of school psychologists in the Czech Republic, Slovakia, and Slovenia. We researched to what degree psychologists implement EBP in their work in educational institutions, in which domains they most effectively apply EBP, and what the obstacles and needs are regarding EBP in school psychology.Design. Two hundred and two school psychologists answered a questionnaire about their application of EBP. The questionnaire contains categories about the sources of EBP, its availability, and the extent to which respondents apply EBP in specific domains of their work.Results. The data show a low practical significance of differences among respondents from the three countries. Respondents reported the highest values for the reliance of their work on professional cooperation, use of EBP principles in specific domains, and use of professional guidelines. The Pearson correlation indicates positive association among all substantial categories.Conclusion. The preliminary results show that school psychologists are aware of the importance of applying EBP in practice, and highlight some of the obstacles that prevent them from cultivating psychological science in the interest of education.

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“…1 Pedagogues work in kindergartens, elementary, and secondary schools; their main task is, on one hand, to support principals and teachers in their endeavors to improve the educational process. On the other hand, pedagogues work to encourage students' personal, social, and academic development (Gregorčič Mrvar & Mažgon, 2017). Beyond working with individual students, pedagogues work with groups and help create a supportive learning community for all.…”

Section: The Context: the Role And Competencies Of Pedagoguesmentioning

confidence: 99%

Evaluating Future School Counselors’ Competences for Inclusive Education

2018

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The article discusses results of a study that evaluated university students' competencies related to inclusive education. The study aimed to find out how prospective school counselors, who were familiar with theories on inclusion as an educational concept and had some relevant field experience, analyzed and reflected upon inclusion-related, real-life situations. The authors also aimed to establish any differences in views and explanations depending on students' average grades and whether students have experience working in inclusive settings. A questionnaire was developed that consisted of seven questions related to independent variables (e.g., average grade, experience with working in inclusive settings) and six open-ended questions related to a real-life situation. The results indicate that most students understand at least the basic elements of the broader definition of inclusion and can provide some ideas for improvement of practice. Interestingly, students' grades do not seem to be a decisive factor, but field experience does play a role in students' competencies related to inclusive education.

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The role of the school counsellor in school-community collaboration: The case of Slovenia

Abstract: identify as an important factor in collaboration among schools, parents and the community.

Cited by 10 publications

References 8 publications

Self-portrait of the professional role of a pedagogue

Self-portrait of the professional role of a pedagogue

Evidence–Based Practice for Psychologists in Education: A Comparative Study from the Czech Republic, Slovakia, and Slovenia

Evaluating Future School Counselors’ Competences for Inclusive Education

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