| Sažetak | Učenički domovi ustanove su srednjeg školstva čija je osnovna svrha pružanje smještaja, prehrane i cjelovite skrbi učenicima koji se školuju izvan mjesta prebivališta. Postojanje učeničkih domova staro je koliko i samo društvo. Najvažniji akteri odgojno – obrazovnih aktivnosti u učeničkom domu su odgajatelji i učenici, no, upravo odgajatelj ima presudnu ulogu pri realizaciji i uspješnost navedenog procesa. Odgajatelj je nositelj odgojne funkcije učeničkog doma. Odgajatelj je taj koji potiče učenika na rad, nastoji ga usmjeriti sukladno njegovim sklonostima, pomaže učenicima pri adaptaciji na domsko okruženje, sklapanju novih prijateljstava, te ih kroz provedbu odgojnih sadržaja priprema za život izvan doma. Nadalje, odgajatelj je ličnost koju krase pedagoški takt, dosljednost, vjera u učenike, optimizam te razumijevanje. Cilj navedenog rada je propitati ulogu i značaj odgajatelja u učeničkom domu kroz pregled i analizu dostupnih, ponajprije teorijskih, a potom i empirijskih relevantnih znanstvenih radova s područja domske pedagogije, posebice učeničkih domova. Pregledom se uočava kako je uloga odgajatelja vrlo kompleksna, zahtijeva konstantan rad odgajatelja na njegovim stručnim znanjima, vještinama i kompetencijama. Nadalje, kada je riječ o percepciji učenika spram odgajatelja, uočava se kako oni vole svoje odgajatelje, imaju povjerenja u njih i vole provoditi vrijeme s istima. Uočeni su i nedostaci kao što je manjak stručne literature i znanstvenih istraživanja koja se odnose na navedenu tematiku te manjak sadržaja vezanih uz dodatna stručna usavršavanja odgajatelja. Preporuka, gotovo svih autora čiji su iskazi korišteni u radu jest provedba opsežnijih, budućih istraživanja u svrhu rasvjetljavanja navedenog fenomena. |
| Sažetak (engleski) | Boarding schools are part of the high school education system and their main purpose is accommodation, food, and comprehensive care for pupils studying outside their place of residence. The existence of boarding schools is as old as society itself. The most important actors in educational activities in the boarding schools are educators and pupils, but it is the educator's crucial role in the implementation and success of this process. The educator is the bearer of the education functions in boarding schools. It is the educator who encourages the pupils to work, tries to guide them according to their preferences, helps pupils to adapt to the boarding school environment, making new friendships, and preparing them, through the implementation of educational content, for life outside the school. Furthermore, the educator is a person who is adorned with pedagogical tact, consistency, who has faith in pupils, optimism, and understanding. This paper aims to examine the role and importance of educators in boarding schools through, review and analysis of available, primarily theoretical, and then empirical relevant scientific papers of experts in the field of home pedagogy, especially those whose specialty is boarding school pedagogy. Examination shows that the role of educators is very complex, it requires constant work of the educator on his professional knowledge, skills, and competencies. Furthermore, when it comes to pupils’ perception of educators, it is observed that they love their educators, have confidence in them, and love to spend time with them. But, there are deficiencies such as lack of professional literature and scientific researches related to the above topics and lack of content related to the additional professional development of educators. Recommendation, of almost all authors whose statements have been used in the paper, is the conduct of more extensive, future research to elucidate the said phenomenon. |
