Page 244 - Igor Ž. Žagar in Ana Mlekuž, ur. ▪︎ Raziskovanje v vzgoji in izobraževanju. Ljubljana: Pedagoški inštitut, 2019. Digitalna knjižnica, Dissertationes 37
P. 244
r aziskovanje v vzgoji in izobr aževanju
delo. Tako je učinek izbrane aktivnosti profesionalnega razvoja učitelja lah-
ko večji in bolj intenziven (Valenčič Zuljan, 2012).
Program Erasmus+ s projekti mednarodne učne mobilnosti nudi učite-
ljem različne oblike profesionalnega razvoja v sodelovanju s kolegi iz tuji-
ne. Namen prispevka je raziskati učinke teh strokovnih izpopolnjevanj, kot
jih zaznajo učitelji na področju šolskega izobraževanja. Tretjina učiteljev se
odloča za izobraževalni obisk na delovnem mestu v tujini, kar je tudi fokus
naše raziskave. Za izvedbo te aktivnosti je že v stopnji načrtovanja potreb-
na večja angažiranost učitelja za iskanje ustrezne šole gostiteljice, pripravo
vsebin in programa usposabljanja, kar se šteje kot odlična naložba za bero
rezultatov po zaključku učne mobilnosti.
Na podlagi analize vprašalnikov udeležencev učne mobilnosti ter analize
(pol)strukturiranih intervjujev, ki se izvajajo v obliki spremljanja projek-
tov, bomo predstavili razlike med učinki strukturiranih tečajev in izobra-
ževalnih obiskov na delovnem mestu, kot so zaznani s strani udeležencev
strokovnih izpopolnjevanj.
Ključne besede: program Erasmus+, profesionalni razvoj učiteljev, medna-
rodne aktivnosti, izobraževalni obisk na delovnem mestu, strukturirani te-
čaj
The effects the Erasmus+ professional training on school
education abroad has on teachers
Due to the rapid development and constant changes in the society, the
teachers’ needs for a high-quality teaching are constantly changing as well
(Marentič Požarnik, 2000). In order to respond to such changes, the teach-
er education system has to be conceived as an open, dynamic system and a
part of a continuous process (Green Paper on Teacher Education in Europe,
2001). The TALIS 2009 survey showed that Slovenian teachers are highly
involved in continuous professional training (96.9%), while a slightly low-
er percentage (78.5%) of them believe that continuous professional train-
ing affects their work (Sardoč et al., 2009). The question here is, what does a
high-quality professional development of teachers look like. To summarize
authors Ivanjšič and Ivanuš Grmek (2009), a pre-planned, long-lasting ac-
tivity takes into account the circumstances, resources and effects, focuses
on the needs of the teacher, and is linked to the school’s development plan.
However, it is necessary that the teacher plays an active role not only in the
implementation, but also in the planning, monitoring and evaluation of ex-
pert development. This way, the teacher can raise awareness of the acquired
knowledge, skills and competences and implement them in regular work.
244
delo. Tako je učinek izbrane aktivnosti profesionalnega razvoja učitelja lah-
ko večji in bolj intenziven (Valenčič Zuljan, 2012).
Program Erasmus+ s projekti mednarodne učne mobilnosti nudi učite-
ljem različne oblike profesionalnega razvoja v sodelovanju s kolegi iz tuji-
ne. Namen prispevka je raziskati učinke teh strokovnih izpopolnjevanj, kot
jih zaznajo učitelji na področju šolskega izobraževanja. Tretjina učiteljev se
odloča za izobraževalni obisk na delovnem mestu v tujini, kar je tudi fokus
naše raziskave. Za izvedbo te aktivnosti je že v stopnji načrtovanja potreb-
na večja angažiranost učitelja za iskanje ustrezne šole gostiteljice, pripravo
vsebin in programa usposabljanja, kar se šteje kot odlična naložba za bero
rezultatov po zaključku učne mobilnosti.
Na podlagi analize vprašalnikov udeležencev učne mobilnosti ter analize
(pol)strukturiranih intervjujev, ki se izvajajo v obliki spremljanja projek-
tov, bomo predstavili razlike med učinki strukturiranih tečajev in izobra-
ževalnih obiskov na delovnem mestu, kot so zaznani s strani udeležencev
strokovnih izpopolnjevanj.
Ključne besede: program Erasmus+, profesionalni razvoj učiteljev, medna-
rodne aktivnosti, izobraževalni obisk na delovnem mestu, strukturirani te-
čaj
The effects the Erasmus+ professional training on school
education abroad has on teachers
Due to the rapid development and constant changes in the society, the
teachers’ needs for a high-quality teaching are constantly changing as well
(Marentič Požarnik, 2000). In order to respond to such changes, the teach-
er education system has to be conceived as an open, dynamic system and a
part of a continuous process (Green Paper on Teacher Education in Europe,
2001). The TALIS 2009 survey showed that Slovenian teachers are highly
involved in continuous professional training (96.9%), while a slightly low-
er percentage (78.5%) of them believe that continuous professional train-
ing affects their work (Sardoč et al., 2009). The question here is, what does a
high-quality professional development of teachers look like. To summarize
authors Ivanjšič and Ivanuš Grmek (2009), a pre-planned, long-lasting ac-
tivity takes into account the circumstances, resources and effects, focuses
on the needs of the teacher, and is linked to the school’s development plan.
However, it is necessary that the teacher plays an active role not only in the
implementation, but also in the planning, monitoring and evaluation of ex-
pert development. This way, the teacher can raise awareness of the acquired
knowledge, skills and competences and implement them in regular work.
244
