Research of an educational practice as a part of a lifelong learning

Lifelong learning and developing of an individual is a main component of every profession, including the educator's profession. An educator should, being a professional and a responsible person, improve his knowledge by... [ view full abstract ]

Lifelong learning and developing of an individual is a main component of every profession, including the educator's profession. An educator should, being a professional and a responsible person, improve his knowledge by upgrading it with new theories on a daily basis. New childhood paradigms have brought about permanent research and changing of an existing educational practice. A correlation of scientific and personal paradigms has occured, as well as their change and influence on the individual in order to qualitatively change the educational practice. The attitude toward theory is a presupposition of changing this practice. New competencies should include research of their own educational practice and constructing of their own theories based on real life situations and reflective practice. To achieve good results, pedagogical action research are used, which have a direct impact on changing the pratice so far. Initial education of educators makes the basis of a professional growth. Nevertheless, the society in which the educator functions also has an impact, depending whether it is motivating or restraining. A competent professional is ready to research and change his own educational pratice which contributes to the quality of educational work. Besides improving his practice by doing research, an educator will also increase the likelihood for meeting the needs of a child. Reflective professionalism has a great importance when creating a curriculum and it also contributes to changing and improving the culture of educational institution.

Key words: personal paradigms, reflective practitioner, action research, professional growth