Page 179 - Igor Ž. Žagar in Ana Mlekuž, ur. Raziskovanje v vzgoji in izobraževanju: mednarodni vidiki vzgoje in izobraževanja. Ljubljana: Pedagoški inštitut, 2020. Digitalna knjižnica, Dissertationes 38
P. 179
https://w w w.doi.org/10.32320/978-961-270-324-0.179-189
Horizontal learning: Teachers as learners
in continuing professional development
Lela Vuković
I Introduction
n modern society, it is more than ever obvious that an era of change has
imposed on teachers a necessity to nurture their continuing profession-
al development. A knowledge society demands various new training ap-
proaches and new teacher profiles. It seems crucial that teachers should be
trained and up to date regarding the latest developments in their profes-
sional fields, both through formal and non-formal ways of delivering ed-
ucation programmes. Hence, the traditional conception of a teacher’s role
is becoming a bit obsolete, and teachers seem to take on a learner’s role in
teachers’ continuing competence development, or as it is often called to-
day - continuing professional development (CPD). In this paper, a special
focus will be given to horizontal learning as a useful concept for teachers’
CPD and specifically to teachers’ forums as an example of CPD. Different
topics and ideas that are shared at teachers’ forums and which at the same
time represent various instructional strategies, methods and techniques as
examples of good practice, will be discussed in the methodological part of
this paper, through a case study analysis.
Teachers’ CPD within the educational paradigm shift
For many years teachers have been considered professionals in the sense
that they have a solid theoretical grounding, several years of practical ex-
perience within their professional area, and that they are the decisive au-
179
Horizontal learning: Teachers as learners
in continuing professional development
Lela Vuković
I Introduction
n modern society, it is more than ever obvious that an era of change has
imposed on teachers a necessity to nurture their continuing profession-
al development. A knowledge society demands various new training ap-
proaches and new teacher profiles. It seems crucial that teachers should be
trained and up to date regarding the latest developments in their profes-
sional fields, both through formal and non-formal ways of delivering ed-
ucation programmes. Hence, the traditional conception of a teacher’s role
is becoming a bit obsolete, and teachers seem to take on a learner’s role in
teachers’ continuing competence development, or as it is often called to-
day - continuing professional development (CPD). In this paper, a special
focus will be given to horizontal learning as a useful concept for teachers’
CPD and specifically to teachers’ forums as an example of CPD. Different
topics and ideas that are shared at teachers’ forums and which at the same
time represent various instructional strategies, methods and techniques as
examples of good practice, will be discussed in the methodological part of
this paper, through a case study analysis.
Teachers’ CPD within the educational paradigm shift
For many years teachers have been considered professionals in the sense
that they have a solid theoretical grounding, several years of practical ex-
perience within their professional area, and that they are the decisive au-
179
