Page 180 - 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. 180
r aziskovanje v vzgoji in izobr aževanju: mednarodni vidki vzgoje in izobr aževanja
thority to choose when and where and how to prepare their work, and teach
their students (Knudsen et al., 2011). However, in recent decades a new ed-
ucational paradigm shift has brought many changes to a teachers’ role in
the learning community. The authors in this field argue that the empha-
sis is on new forms of relationships within the learning community, e.g.,
relationships amongst teachers, colleagues, students and society (Giddens,
1994; Hargreaves, 1994). The authors claim that problems must be solved by
creating new professionalism, in which cooperation rather than competi-
tion defines the modern teacher’s role. Furthermore, it has been suggested
that what is needed now, in the new educational paradigm, are the follow-
ing principles for ‚active teacher professionalism‘ which redefine previous
practice - inclusive membership, public ethical code of practice, collabora-
tive and collegial, activist orientation, flexible and progressive, responsive
to change, self – regulating, policy active, inquiry-oriented and knowledge
building (Sachs, 2003:16). According to the author, these principles refer to
the necessity of teaching practice changing towards a more comprehensive
and competency-based society. These principles of ‚active teacher profes-
sionalism‘ imply that new teacher profiles and training approaches within
CPD are needed in new learning environments.
Teachers as Learners: how teachers learn
According to author Dave Meier (2000), and his The Accelerated Learning
Handbook, there is a four-phase learning cycle which encompasses:
– preparation: arousing interest
– presentation: encountering the new knowledge or skills
– practice: integrating the new knowledge or skills
– performance: applying the new knowledge and skills
The author claims that unless all four phases of learning are present
in one form or another, no real learning occurs. Learning actually deteri-
orates or stops completely when one of the four stages is not present (Mei-
er, 2000).
Another example of the learning cycle is the well-known Kolb’s Learn-
ing Cycle (1984), which shows that we learn from our experience of life,
even on an everyday basis. According to the author, the process of learning
follows a pattern or cycle consisting of four stages:
180
thority to choose when and where and how to prepare their work, and teach
their students (Knudsen et al., 2011). However, in recent decades a new ed-
ucational paradigm shift has brought many changes to a teachers’ role in
the learning community. The authors in this field argue that the empha-
sis is on new forms of relationships within the learning community, e.g.,
relationships amongst teachers, colleagues, students and society (Giddens,
1994; Hargreaves, 1994). The authors claim that problems must be solved by
creating new professionalism, in which cooperation rather than competi-
tion defines the modern teacher’s role. Furthermore, it has been suggested
that what is needed now, in the new educational paradigm, are the follow-
ing principles for ‚active teacher professionalism‘ which redefine previous
practice - inclusive membership, public ethical code of practice, collabora-
tive and collegial, activist orientation, flexible and progressive, responsive
to change, self – regulating, policy active, inquiry-oriented and knowledge
building (Sachs, 2003:16). According to the author, these principles refer to
the necessity of teaching practice changing towards a more comprehensive
and competency-based society. These principles of ‚active teacher profes-
sionalism‘ imply that new teacher profiles and training approaches within
CPD are needed in new learning environments.
Teachers as Learners: how teachers learn
According to author Dave Meier (2000), and his The Accelerated Learning
Handbook, there is a four-phase learning cycle which encompasses:
– preparation: arousing interest
– presentation: encountering the new knowledge or skills
– practice: integrating the new knowledge or skills
– performance: applying the new knowledge and skills
The author claims that unless all four phases of learning are present
in one form or another, no real learning occurs. Learning actually deteri-
orates or stops completely when one of the four stages is not present (Mei-
er, 2000).
Another example of the learning cycle is the well-known Kolb’s Learn-
ing Cycle (1984), which shows that we learn from our experience of life,
even on an everyday basis. According to the author, the process of learning
follows a pattern or cycle consisting of four stages:
180
