Researching and directing the hidden curriculum – a case study dr. Anita Jug Došler
Summary: On the basis of prescribed preschool curriculum, the results of relevant domestic and foreign research, presented conceptual and methodological approaches to monitoring and evaluating the quality of educational work in a preschool in correlation with the hidden curriculum, and considering quality levels, fields, and quality indicators, we developed an education and training model for researching and directing the factors of hidden curriculum. The model, which is designed to raise the quality of educational work in a preschool and is presented in this paper, was empirically verified. The research was based on two major hypotheses: (1) the education and training model for researching and directing the factors of hidden curriculum effects on raising the quality of the pedagogical process in a preschool, and (2) the education and training model for researching and directing the factors of hidden curriculum affects children’s social behavior through preschool teachers because of changes in their conduct, influenced by education. The research results have shown that this education and training model is important and efficient in supporting and improving preschool teachers’ pedagogical work, particularly at a process level. The model has enabled preschool teachers to research and direct factors of hidden curriculum and consequently improve the quality of educational work in a preschool through processes of action and evaluative research as well as confrontation or critical awareness of individual concepts.