23. September. 2022
GUIDE FOR IMPROVING AND DEVELOPING PROFESSIONAL TRAINING IN A PRESCHOOL INSTITUTION THROUGH BUILDING A PROFESSIONAL LEARNING COMMUNITY – THROUGH COMMON LEARNING TO QUALITY DISTRIBUTED TO ALL PUBLIC PRESCHOOL INSTITUTIONS
As part of the project of the Ministry of Education, Science and Technological Development “Inclusive preschool education and care”, as part of the system support for preschool institutions in Serbia, support for the professional development of employees in preschool institutions with the aim of improving the quality of preschool Education and Care is planned.
The guide for the improvement and development of professional training in a preschool institution through building a professional learning community – Joint learning to quality was created by the expert team led by the CIP – Center for Interactive Pedagogy and was implemented in cooperation with the Group for Preschool Education and Care of the Ministry of Education, Science and Technological Development of the RS and the Institute for the Improvement of Education and Training.
The creation of the guide was preceded by the realization of the research “Practices of Preschool Institutions and the Needs of Practitioners in organizing professional development”, based on the observation of the practice of horizontal learning as a form of professional development in preschool institutions and giving recommendations for its improvement. All public preschool institutions (162) and school administrations (16) in the territory of the Republic of Serbia participated in the research.
The guide was printed in a circulation of 10,600 copies and distributed to preschool institutions. This circulation makes it possible for all public preschool institutions to receive it: all professional associates and all trainers/mentors for the Fundamentals program, as well as almost every educational group. A PDF version of the guide is also available to practitioners on the ECEC Project website and the Learning Passport platform.
A link to a PDF version of the guide was sent through school administrations and private preschools.
Also, the guides were delivered to all faculties, secondary and higher schools that educate teachers, and through school administrations to educators who implement the preparatory preschool program in the organization of elementary schools.
We believe that the guide, as part of other supports for practitioners in PU, will significantly contribute to the common understanding of the importance of the professional learning community and its construction.
