SOCIAL COMPETENCES OF KINDERGARTEN TEACHERS – ARE WE APPLYING CONTEMPORARY KNOWLEDGE?

Abstract Professional development of kindergarten teachers is a complex and continuous process that implies developing the competences of kindergarten teachers. It aims to improve work performance and foster the development and achievements of children. For this reason, the importance of a holistic approach in their professional development and lifelong learning is emphasized, as only a comprehensive model of different competences of kindergarten teachers can precede changes and improvements in educational practice. The professional competences of kindergarten teachers require a high level of various abilities and practical actions based on these abilities, which assume mutual synergy of all those involved in or responsible for the quality of the educational practice. The aim of this qualitative research is, therefore, to gain insight into the personal attitudes of kindergarten teachers, professional associates, and principals, and to question group meanings and norms on the possibilities of enhancing professional competences of kindergarten teachers while contemplating existing barriers that can be seen and exist in this area. For the purpose of this research, three focus groups were formed. Thirty-nine participants coming from twenty kindergartens in the area of Zagreb took part in the focus groups.  Key words: kindergarten teacher; professional development; social competences. --- Sažetak Profesionalni razvoj odgojitelja složen je i kontinuiran proces koji podrazumijeva razvijanje kompetencija odgojitelja s ciljem kvalitetnijeg obavljanja posla i unapređivanja razvoja i postignuca djece. Zbog toga se naglasava važnost holistickog pristupa u njihovu profesionalnom razvoju i cjeloživotnom obrazovanju, jer samo cjelovit model razlicitih kompetencija odgojitelja može prethoditi mijenjanju i unapređivanju odgojno-obrazovne prakse. Profesionalne kompetencije odgojitelja zahtijevaju visoku razinu raznovrsnih sposobnosti i na njima utemeljene prakticne akcije, sto pretpostavlja sinergiju svih onih koji su ukljuceni u kvalitetu odgojno-obrazovne prakse ili za nju odgovorni. Stoga je cilj ovog kvalitativnog istraživanja dobiti uvid u osobna stajalista odgojitelja, strucnih suradnika i ravnatelja te propitati grupna znacenja i norme o mogucnostima unapređenja profesionalnih kompetencija odgojitelja uz istodobno sagledavanje postojecih barijera koje na tom podrucju opažaju i na koje nailaze. Za potrebe ovoga istraživanja održane su tri fokus grupe u kojima je sudjelovalo trideset devet sudionika iz ukupno dvadeset djecjih vrtica s podrucja grada Zagreba. Kljucne rijeci: odgajatelj; profesionalni razvoj; socijalne kompetencije.