Page 182 - 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
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r aziskovanje v vzgoji in izobr aževanju: mednarodni vidki vzgoje in izobr aževanja
ronment, which in turn ensure horizontal learning while at the same time
securing an excellent basis for changing and improving practice. These
phenomena are: a) teacher collaboration - providing teachers with oppor-
tunities to work and learn together; b) shared power and authority – be-
tween teachers and administrators; c) egalitarianism among teachers - sta-
tus, power and authority; d) variation, challenge, autonomy and choice for
teachers in their work; e) organizational goals and feedback mechanisms;
f) integration of work and learning; and g) accessibility of external sources
of learning (Smylie, 1995:106).
To conclude, there are many reasons for choosing the horizontal ap-
proach, one of them being that it involves more experts in the learning
process than the vertical approach. Furthermore, in the majority of cases,
the learning process is so similar to the practice that it can be used direct-
ly. The various benefits of the horizontal approach are easily noticeable in
students’ educational achievements within their school learning environ-
ment as learning is closely linked to teachers’ daily practice. Finally, within
the horizontal approach, there are many opportunities for teachers to ex-
change good practice that is of direct relevance for classroom teaching and
has lower costs (input) since it can be provided locally, regionally, using in-
ternal resources.
Why horizontal learning?
The concept of horizontal learning is a competence-based connection be-
tween theory and practice in the workplace, that is the school learning
community. The types of horizontal learning must be carefully selected to
be suitable for the learning purpose and must cover activities that will be
strategically relevant for the school to spend its resources on. In this way,
horizontal learning as an integral part of CPD makes a difference in teach-
ers’ competence development while simultaneously enhancing school prac-
tice. Furthermore, it is much more cost-effective compared to traditional
courses and seminars organized by experts. In short, this type of teachers’
competence development could rely on a school’s capacities-through lec-
tures, examples of good practice, demonstration lessons or the dissemina-
tion of new information using a school’s resources and organizing activi-
ties such as horizontal learning, i.e., learning from each other (Knudsen et
al., 2011).
In addition to well-known teachers’ techniques of practice exchang-
ing such as conferences, seminars or mentorships, in modern school prac-
182
ronment, which in turn ensure horizontal learning while at the same time
securing an excellent basis for changing and improving practice. These
phenomena are: a) teacher collaboration - providing teachers with oppor-
tunities to work and learn together; b) shared power and authority – be-
tween teachers and administrators; c) egalitarianism among teachers - sta-
tus, power and authority; d) variation, challenge, autonomy and choice for
teachers in their work; e) organizational goals and feedback mechanisms;
f) integration of work and learning; and g) accessibility of external sources
of learning (Smylie, 1995:106).
To conclude, there are many reasons for choosing the horizontal ap-
proach, one of them being that it involves more experts in the learning
process than the vertical approach. Furthermore, in the majority of cases,
the learning process is so similar to the practice that it can be used direct-
ly. The various benefits of the horizontal approach are easily noticeable in
students’ educational achievements within their school learning environ-
ment as learning is closely linked to teachers’ daily practice. Finally, within
the horizontal approach, there are many opportunities for teachers to ex-
change good practice that is of direct relevance for classroom teaching and
has lower costs (input) since it can be provided locally, regionally, using in-
ternal resources.
Why horizontal learning?
The concept of horizontal learning is a competence-based connection be-
tween theory and practice in the workplace, that is the school learning
community. The types of horizontal learning must be carefully selected to
be suitable for the learning purpose and must cover activities that will be
strategically relevant for the school to spend its resources on. In this way,
horizontal learning as an integral part of CPD makes a difference in teach-
ers’ competence development while simultaneously enhancing school prac-
tice. Furthermore, it is much more cost-effective compared to traditional
courses and seminars organized by experts. In short, this type of teachers’
competence development could rely on a school’s capacities-through lec-
tures, examples of good practice, demonstration lessons or the dissemina-
tion of new information using a school’s resources and organizing activi-
ties such as horizontal learning, i.e., learning from each other (Knudsen et
al., 2011).
In addition to well-known teachers’ techniques of practice exchang-
ing such as conferences, seminars or mentorships, in modern school prac-
182
