How to Introduce Change to Classroom Management and Discipline / Kako uvoditi promjene u upravljanje razredom i disciplinom

Abstract Classroom Management and Discipline (CMD) is an important area of teaching for which according to teachers’ assessment, they have not being adequately trained for. Reflective practice is considered an effective approach to classroom management and discipline and enables a critical reflection on educational practice. Instead of focusing exclusively on implementing a classroom management strategy, by adopting reflective practice the teacher raises awareness of different ways of thinking, behaving and acting. The teacher also identifies opportunities for introducing changes to educational practice and develops professionally. Taking into account that the process of (self-)reflection is demanding, that the knowledge and experience of Croatian teachers in how to implement reflective practice and introduce changes is insufficient, it is assumed that the Reflective Practice Guide can strongly support both its implementation and the teachers’ professional development. The aim of this paper was to establish the correlation between the self-assessment of teachers’ professional competence in classroom management and discipline on the one hand, and the self-assessment of the support provided by the Guide on the other. The purpose of the Guide is to introduce changes in practice in line with the stated level of awareness of reflective practice in the reflection-on-reflection stage. A total of 111 classroom and subject teachers participated in the study. A professional development seminar was organized for teachers (the agenda was announced on the official website of the Education and Teacher Training Agency). The teachers attended a plenary lecture on classroom management and discipline and a workshop on reflective practice, and implemented reflective practice in their classrooms for a month using the Guide as support. Research results indicate that there is a statistically significant positive correlation between the self-assessment of professional competence in classroom management and discipline and the self-assessment of the support provided by the Reflective Practice Guide in the following elements: support for reflective thinking, documenting practice and introducing improvements in practice among respondents who expressed a positive attitude towards applying reflective practice. It can be concluded that the Reflective Practice Guide is an appropriate and potentially important form of support for introducing change in classroom management and discipline in the educational practice and for raising teachers’ awareness and understanding of the role they play in introducing change. Key words: Classroom Management and Discipline; reflection-on-reflection; Reflective Practice Guide. --- Sažetak Upravljanje razredom i disciplinom važno je podrucje poucavanja za koje se ucitelji procjenjuju nedovoljno strucno osposobljenima. Refleksivna se praksa smatra djelotovornim pristupom u upravljanju razredom i disciplinom te omogucuje kriticko promisljanje odgojno-obrazovne prakse. Umjesto iskljucivog fokusiranja na primjenu strategija upravljanja razredom, provođenjem refleksivne prakse ucitelj osvjestava razlicite nacine razmisljanja, ponasanja i akcija u upravljanju razredom i disciplinom; identificira mogucnosti za uvođenje promjena u odgojno-obrazovnu praksu i profesionalno se razvija. Uzimajuci u obzir zahtjevan proces (samo)refleksije; nedovoljno spoznaja i iskustava hrvatskih ucitelja o tome kako provoditi refleksivnu praksu i uvoditi promjene, pretpostavljamo kako Vodic za refleksivnu praksu može biti važna potpora njezinoj implementaciji i profesionalnom razvoju ucitelja. Cilj ovoga rada bio je utvrditi povezanost samoprocjene strucne osposobljenosti ucitelja za upravljanje razredom i disciplinom i samoprocjene potpore Vodica uvođenju promjena u praksi, u skladu s iskazanom razinom osvijestenosti ispitanika o refleksivnoj praksi u etapi refleksija o refleksiji. U istraživanju je sudjelovalo ukupno 111 ucitelja razredne i predmetne nastave. Za ucitelje je organizirana edukacija (sadržaj koji je objavljen na službenim stranicama Agencije za odgoj i obrazovanje): sudjelovali su u plenarnom predavanju o upravljanju razredom i disciplinom i radionici o refleksivnoj praksi, a zatim mjesec dana u svome razredu provodili refleksivnu praksu uz potporu Vodica. Rezultati istraživanja pokazuju statisticki znacajnu pozitivnu korelaciju samoprocjene strucne osposobljenosti za upravljanje razredom i disciplinom i samoprocjene potpore Vodica za refleksivnu praksu u sljedecim elementima: potpora refleksivnom razmisljanju, dokumentiranje prakse i uvođenje poboljsanja u praksu kod ispitanika koji su iskazali pozitivan stav prema primjeni refleksivne prakse. Može se zakljuciti kako je Vodic za refleksivnu praksu primjeren i potencijalno važan oblik potpore uvođenju promjena u upravljanje razredom i disciplinom u odgojno-obrazovnoj praksi te u osvjestavanju ucitelja u razumijevanju vlastite uloge u uvođenju promjena. Kljucne rijeci: refleksija o refleksiji; upravljanje razredom i disciplinom; Vodic za refleksivnu praksu.