Self-portrait of the professional role of a pedagogue

Abstract

The professional practice of pedagogists is of great importance for achieving and developing the quality of educational work in preschools and schools. However, there are still open questions and dilemmas in the professional community regarding the nature of the professional role of pedagogists. This paper presents the findings of research conducted with the aim of gaining a more complete understanding of the beliefs of (pre)school pedagogists about their own professional role. Data was collected through a focus group interview involving 9 pedagogists employed in preschools and schools in the city of Belgrade. Through the thematic analysis of the data obtained from the focus group, three themes were identified: the characteristics of professional work of pedagogists; the context in which the professional activity of pedagogist is realized; and the status and position of the profession. Pedagogists point out the multitude and diversity of the tasks they perform, as well as the challenges and difficulties in fulfilling their professional role. They are aware of their own responsibility in terms of affirming the status and position of the profession, both in society and within the institution. The paper raises questions for further reflection on this issue. It is concluded that creating the image of pedagogists as professionals who are proactive, who initiate and lead changes, who question and research practice, and who contribute to the development of educational quality, is a sure path to the successful realization of their professional role and the affirmation of the the profession.