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Every culture of the educational institution requires a certain competence profile of practitioners and a level of professionalism that allows the synthesis of theoretical concepts and the practical specific achievements. A collaborative aspect of the action research requires great engagement in its preparation, securing a reciprocal communication, building mutual trust, accepting diversity and personal and professional conflicts. Interdependence of all professionals, shared responsibility for the quality of an educational process and collective focus on a clear vision of an institution, openness towards an unconventional and child-oriented practice. This type of awareness, changing and improving of the educational practice within the framework of real contextual conditions and with active participation of all professionals, is one of the most efficient ways for a continuous occupational improvement of pre-school teachers and building of his or her professional identity.
About the author
Ph.D. Mirjana ¿agud,Associate Professor, is the author of two books ¿Preschool teacher in child¿s play¿ and ¿Preschool teacher as a reflexive practitioner¿.Her narrow field of interest is pedagogy of early and preschool education and training of educators and teachers. She works at the Faculty of Humanities and Social Sciences in Zagreb, Ctoatia.
