| Sažetak | Nastavnička profesija je pred brojnim izazovima pa je onda izuzetno važno kontinuirano
stručno usavršavanje nastavnika i vrednovanje njihovog rada budući da je obrazovni sustav
onoliko kvalitetan koliko su kvalitetni nastavnici. U tom kontekstu, vrlo je bitno istaknuti
pedagošku superviziju, s obzirom na to da je jedna od njenih glavnih zadaća vrednovanje
kvalitete rada nastavnika. Konkretnije, pedagoška se supervizija definira kao specifičan oblik
učenja koji pozitivno utječe na osobni i profesionalni rast i razvoj stručnjaka, odnosno u
konkretnom slučaju nastavnika, kroz metode refleksije i samorefleksije, a uz potporu
supervizora, u konkretnom slučaju pedagoga, koji preuzima ulogu kritičkog prijatelja. Na taj
način pedagoška supervizija doprinosi transformaciji profesionalnog djelovanja, odnosno
doprinosi unaprjeđenju (nastavnog) rada nastavnika.
Upravo je tematika pedagoške supervizije nedovoljno istražena u nacionalnom
kontekstu, posebice u srednjim školama, pa je sukladno navedenom provedeno kvalitativno
istraživanje s ciljem opisivanja i razumijevanja pedagoške supervizije kao načina unaprjeđenja
rada srednjoškolskih nastavnika. Konkretnije, istraživalo se na koji način pedagoška supervizija
doprinosi osobnom rastu i razvoju nastavnika, nastavnom radu nastavnika, unaprjeđenju
odnosa s različitim dionicima (kolegama, roditeljima, učenicima) i smanjenju osjećaja stresa na
radnome mjestu. Istraživanje je provedeno s ukupno 8 nastavnika/ica koji su zaposleni u
srednjim školama na području Grada Rijeke. Uzorak je variran s obzirom na spol, godine radnog
staža i tip srednje škole. Provedeni su polustrukturirani kvalitativni intervjui s 4 nastavnika i 4
nastavnice, od kojih je ukupno 4 sudionika s 5 godina radnog staža ili više i 4 sudionika s manje
od 5 godina radnog staža. Sudionici/e su zaposleni u ukupno 3 strukovne srednje škole i 2
gimnazije. Rezultati istraživanja pokazuju da se pedagoška supervizija smatra načinom
unaprjeđenja rada srednjoškolskih nastavnika, no važno je istaknuti da je kroz odgovore
sudionika/ica razvidno da u najvećoj mjeri doprinosi samopouzdanju nastavnika/ica,
smanjenju osjećaja profesionalnog stresa, pa potom nastavnom radu, a najmanje doprinosi
unaprjeđenju odnosa s različitim dionicima. Neovisno o tome, vrlo je bitno istaknuti da svi
sudionici/ice pedagošku superviziju smatraju oblikom stručnog usavršavanja, budući da joj je
cilj napredovanje, odnosno unaprjeđenje (nastavnog) rada. |
| Sažetak (engleski) | The teaching profession is faced with numerous challenges, so continuous professional
development of teachers and evaluation of their work are extremely important, since
education system is only as good as the quality of its teachers. In this context, it is very
important to highlight pedagogical supervision, as one of its main tasks is to evaluate the
quality of teachers' work. More specifically, pedagogical supervision is defined as a distinct
form of learning that positively influences the personal and professional growth and
development of experts, and in this particular case, teachers, through the method of reflection
and self-reflection, with the support of a supervisor, or in this particular case, a pedagogue,
who assumes the role of a critical friend. In this way, pedagogical supervision contributes to
the transformation of professional practice, or rather, contributes to the improvement of
(teaching) teacher's work.
The topic of pedagogical supervision is currently insufficiently researched in the
national context, especially in high schools. Therefore, a qualitative research study was
conducted with the aim of describing and understanding pedagogical supervision as a means
of improving the work of high school teachers. More specifically, it aimed to investigate how
pedagogical supervision contributes to teachers’ personal growth and development, their
teaching practice, improvement of relationships with various stakeholders (colleagues,
parents, students), and reducing stress at workplace. The study was conducted with a total of
8 teachers employed in high schools in the city of Rijeka. The sample varied according to
gender, years of work experience, and type of high school. Consequently, semi-structured
qualitative interviews were conducted with a total of 4 male teachers and 4 female teachers,
of whom 4 participants had 5 or more years of work experience, and 4 participants had less
than 5 years of work experience. The participants were employed in a total of 3 vocational
high schools and 2 grammar schools. The research results indicate that pedagogical
supervision is seen as a way to improve the work of high school teachers. However, it is
important to highlight the participants' responses suggest that it primarily contributes to
teachers' self-confidence and reduction of professional stress, followed by improvement of
their teaching practice, while it has the least impact on improving relationships with various
stakeholders. Nonetheless, it's crucial to emphasize that all participants perceive pedagogical
supervision as a form of professional development, as its aim is to promote and improve
(teaching) work. |
