TY  - CONF
AU  - Ševa, Nada
AU  - Đerić, Ivana
AU  - Čolaković, Dušica
PY  - 2024
UR  - http://ipir.ipisr.org.rs/handle/123456789/1088
AB  - Reflective practice in learning communities is becoming increasingly important for Early
childhood care and education (ECCE) practitioners to continue their professional development.
This paper explores the professional change experienced by ECCE teachers and counsellors
while applying the Model of the Professional Learning Community (MoPLC), which promoted
reflective social practice. This program was organized into four stages: 1) two-day training on
implementation of MoPLC for ECCE practitioners; 2) six months of reflexive practice in
professional learning communities covering topics relevant to the development of curriculum
within the preschool institution (PI); 3) one-day professional meeting of PIs that started with
the implementation of MoPLC at the same time, focused on further analysis of practices and
the formulation of action plans; 4) implementation of action plans within each PI during the
six months. The main research questions were: 1) What changes do practitioners perceive in
reflective-social practice as a result of implementing the MoPLC? 2) Which professional
changes are considered the most significant and why? The participants were 22 practitioners
(6 ECCE counsellors) from five PIs that started implementing the new ECCE curriculum
“Years of Ascent” in 2019. We used the participatory technique, The most significant change
(MSC) stories, to enable the evaluation of changes in complex reform processes of professional
learning. Practitioners wrote stories six months after the implementation of the MoPLC in their
PIs (January-February 2023). Writing of the stories was prompted with several questions,
including what their most significant change was and why. To identify the most significant
changes, thematic analysis was conducted on 121 sentences from stories. Most participants
recognize differences in their reflective social practice due to implementing the MoPLC.
However, only 55% value this professional change as the most significant for strengthening
their practice. Unlike ECCE counsellors, a quarter of teachers had difficulty articulating
reflective insights regarding their practice, i.e., defining why the change is significant. This
might be related to differences in the levels of metacognitive competencies in teachers vs.
counsellors, which is crucial for critical reflection during professional learning. The question
of further improvement of the training programme within the MoPLC in developing
metacognitive competencies is raised.
PB  - Beograd : Filozofski fakultet
C3  - XXX scientific conference: Empirical studies in psychology
T1  - Reflective practice in early childhood care and education learning communities: the most significant change stories
EP  - 119
SP  - 119
UR  - https://hdl.handle.net/21.15107/rcub_ipir_1088
ER  - 

@conference{
author = "Ševa, Nada and Đerić, Ivana and Čolaković, Dušica",
year = "2024",
abstract = "Reflective practice in learning communities is becoming increasingly important for Early
childhood care and education (ECCE) practitioners to continue their professional development.
This paper explores the professional change experienced by ECCE teachers and counsellors
while applying the Model of the Professional Learning Community (MoPLC), which promoted
reflective social practice. This program was organized into four stages: 1) two-day training on
implementation of MoPLC for ECCE practitioners; 2) six months of reflexive practice in
professional learning communities covering topics relevant to the development of curriculum
within the preschool institution (PI); 3) one-day professional meeting of PIs that started with
the implementation of MoPLC at the same time, focused on further analysis of practices and
the formulation of action plans; 4) implementation of action plans within each PI during the
six months. The main research questions were: 1) What changes do practitioners perceive in
reflective-social practice as a result of implementing the MoPLC? 2) Which professional
changes are considered the most significant and why? The participants were 22 practitioners
(6 ECCE counsellors) from five PIs that started implementing the new ECCE curriculum
“Years of Ascent” in 2019. We used the participatory technique, The most significant change
(MSC) stories, to enable the evaluation of changes in complex reform processes of professional
learning. Practitioners wrote stories six months after the implementation of the MoPLC in their
PIs (January-February 2023). Writing of the stories was prompted with several questions,
including what their most significant change was and why. To identify the most significant
changes, thematic analysis was conducted on 121 sentences from stories. Most participants
recognize differences in their reflective social practice due to implementing the MoPLC.
However, only 55% value this professional change as the most significant for strengthening
their practice. Unlike ECCE counsellors, a quarter of teachers had difficulty articulating
reflective insights regarding their practice, i.e., defining why the change is significant. This
might be related to differences in the levels of metacognitive competencies in teachers vs.
counsellors, which is crucial for critical reflection during professional learning. The question
of further improvement of the training programme within the MoPLC in developing
metacognitive competencies is raised.",
publisher = "Beograd : Filozofski fakultet",
journal = "XXX scientific conference: Empirical studies in psychology",
title = "Reflective practice in early childhood care and education learning communities: the most significant change stories",
pages = "119-119",
url = "https://hdl.handle.net/21.15107/rcub_ipir_1088"
}

Ševa, N., Đerić, I.,& Čolaković, D.. (2024). Reflective practice in early childhood care and education learning communities: the most significant change stories. in XXX scientific conference: Empirical studies in psychology
Beograd : Filozofski fakultet., 119-119.
https://hdl.handle.net/21.15107/rcub_ipir_1088

Ševa N, Đerić I, Čolaković D. Reflective practice in early childhood care and education learning communities: the most significant change stories. in XXX scientific conference: Empirical studies in psychology. 2024;:119-119.
https://hdl.handle.net/21.15107/rcub_ipir_1088 .

Ševa, Nada, Đerić, Ivana, Čolaković, Dušica, "Reflective practice in early childhood care and education learning communities: the most significant change stories" in XXX scientific conference: Empirical studies in psychology (2024):119-119,
https://hdl.handle.net/21.15107/rcub_ipir_1088 .

TY  - CONF
AU  - Đerić, Ivana
AU  - Ševa, Nada
AU  - Čolaković, Dušica
PY  - 2022
UR  - http://ipir.ipisr.org.rs/handle/123456789/884
AB  - The Model of the professional learning community (MoPLC) is focused on supporting ECEC teachers in critical and reflective rethinking, changing, and developing their practice in cooperation with their colleagues. The MoPLC employs the following tools: communication techniques (active listening and feedback sandwich technique), question formation technique, and flipped learning method. These techniques should contribute to the development of reflexive-social practice. The aim of the study is to determine how ECEC practitioners perceive techniques of collaborative learning and critical reflection from the MoPLC to develop professional competencies related to reflexive-social practice? 103 ECEC teachers from 6 PIs estimated on 7-point scale the quality and effectiveness of the reflexive discussion and cooperation between participants and the usefulness and usage frequency of proposed techniques and methods from the MoPLC. The practitioners recognise the techniques proposed in the MoPLC as very useful for developing reflexive-social practice in the ECEC system. One of the possible explanations would be that the choice of techniques was based on the insights related to the previous usage in the ECEC professional context in Serbia, especially the one related to communication skills. The practitioners recognised that these techniques are highly related to one of the MoPLC ‘s goals. Finally, the MoPLC structure is organised to allow practitioners to use and practice these techniques continuously. Based on that, practitioners recognised that professional learning is happening in an experiential and participative manner, allowing for further development of high-quality discussions and critical analysis of their practice.
PB  - Belgrade : Faculty of Philosophy, University of Belgrade
C3  - Dialogue, diversity and interdisciplinarity in the field of learning and instruction
T1  - Usage of collaborative and reflexive technique in ecec teachers - horizontal learning in Serbia
EP  - 71
SP  - 71
UR  - https://hdl.handle.net/21.15107/rcub_ipir_884
ER  - 

@conference{
author = "Đerić, Ivana and Ševa, Nada and Čolaković, Dušica",
year = "2022",
abstract = "The Model of the professional learning community (MoPLC) is focused on supporting ECEC teachers in critical and reflective rethinking, changing, and developing their practice in cooperation with their colleagues. The MoPLC employs the following tools: communication techniques (active listening and feedback sandwich technique), question formation technique, and flipped learning method. These techniques should contribute to the development of reflexive-social practice. The aim of the study is to determine how ECEC practitioners perceive techniques of collaborative learning and critical reflection from the MoPLC to develop professional competencies related to reflexive-social practice? 103 ECEC teachers from 6 PIs estimated on 7-point scale the quality and effectiveness of the reflexive discussion and cooperation between participants and the usefulness and usage frequency of proposed techniques and methods from the MoPLC. The practitioners recognise the techniques proposed in the MoPLC as very useful for developing reflexive-social practice in the ECEC system. One of the possible explanations would be that the choice of techniques was based on the insights related to the previous usage in the ECEC professional context in Serbia, especially the one related to communication skills. The practitioners recognised that these techniques are highly related to one of the MoPLC ‘s goals. Finally, the MoPLC structure is organised to allow practitioners to use and practice these techniques continuously. Based on that, practitioners recognised that professional learning is happening in an experiential and participative manner, allowing for further development of high-quality discussions and critical analysis of their practice.",
publisher = "Belgrade : Faculty of Philosophy, University of Belgrade",
journal = "Dialogue, diversity and interdisciplinarity in the field of learning and instruction",
title = "Usage of collaborative and reflexive technique in ecec teachers - horizontal learning in Serbia",
pages = "71-71",
url = "https://hdl.handle.net/21.15107/rcub_ipir_884"
}

Đerić, I., Ševa, N.,& Čolaković, D.. (2022). Usage of collaborative and reflexive technique in ecec teachers - horizontal learning in Serbia. in Dialogue, diversity and interdisciplinarity in the field of learning and instruction
Belgrade : Faculty of Philosophy, University of Belgrade., 71-71.
https://hdl.handle.net/21.15107/rcub_ipir_884

Đerić I, Ševa N, Čolaković D. Usage of collaborative and reflexive technique in ecec teachers - horizontal learning in Serbia. in Dialogue, diversity and interdisciplinarity in the field of learning and instruction. 2022;:71-71.
https://hdl.handle.net/21.15107/rcub_ipir_884 .

Đerić, Ivana, Ševa, Nada, Čolaković, Dušica, "Usage of collaborative and reflexive technique in ecec teachers - horizontal learning in Serbia" in Dialogue, diversity and interdisciplinarity in the field of learning and instruction (2022):71-71,
https://hdl.handle.net/21.15107/rcub_ipir_884 .