Page 183 - 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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horizontal learning
tice, teacher forums are becoming an effective and efficient instructional
technique within the concept of horizontal learning. Teacher forums are a
specific technique that allows teachers to share various examples of good
practice, clarifies the incoherent points of a subject, arouses the interest
of audience/colleague teachers and provides them with active engagement.
Various types of continuing professional development could be covered at
teacher forums such as a) themes, methods and contents teachers are in-
terested in; b) examples of innovative practice that teachers can offer from
their own work; and c) presentation of different theoretical and empirical
research data on a relevant school learning community (Gunduz, 2016). As
illustrated by the following output, there are many benefits to teacher fo-
rums: mutual learning and exchange of good practice is closely linked to
teachers’ daily practice; forums are hosted locally and based on internal re-
sources; there are a lot of opportunities to exchange good practice and les-
sons learned, directly relevant for classroom teaching; and finally, teach-
er forums ensure various improvements in the work of schools, teaching
quality, teaching resources and tools.
Methodological framework
In the methodological part of this paper, we will present relevant qualita-
tive pedagogical research data to exemplify a variety of possible horizon-
tal learning outcomes after teacher forums held at Pavle Savić Technical
School in Novi Sad, Serbia during the last school year. The topics discussed
at the teacher forums in the first semester were related to project method
and project-based learning. Teacher trainers demonstrated the basic prin-
ciples of project-based learning to their teacher colleagues.
According to the Buck Institute for Education, project-based learning
is, „a systematic teaching method that engages students in learning knowl-
edge and skills through an extended inquiry process structured around
complex, authentic questions and carefully designed products and tasks“,
(BIE, 2012). These postulates have been demonstrated at the teacher forums
through project-based teaching lessons in different subjects. Qualitative
pedagogical research was conducted at the end of the school year in the form
of an open question/semi-structured interview while the research question
was defined as follows: Are there any differences in the attitudes of students
who apply project-based learning, in the perception of basic teaching vari-
ables and learning objectives, in comparison to the practice of them being
taught through traditional teaching methods? In that respect, the research
183
tice, teacher forums are becoming an effective and efficient instructional
technique within the concept of horizontal learning. Teacher forums are a
specific technique that allows teachers to share various examples of good
practice, clarifies the incoherent points of a subject, arouses the interest
of audience/colleague teachers and provides them with active engagement.
Various types of continuing professional development could be covered at
teacher forums such as a) themes, methods and contents teachers are in-
terested in; b) examples of innovative practice that teachers can offer from
their own work; and c) presentation of different theoretical and empirical
research data on a relevant school learning community (Gunduz, 2016). As
illustrated by the following output, there are many benefits to teacher fo-
rums: mutual learning and exchange of good practice is closely linked to
teachers’ daily practice; forums are hosted locally and based on internal re-
sources; there are a lot of opportunities to exchange good practice and les-
sons learned, directly relevant for classroom teaching; and finally, teach-
er forums ensure various improvements in the work of schools, teaching
quality, teaching resources and tools.
Methodological framework
In the methodological part of this paper, we will present relevant qualita-
tive pedagogical research data to exemplify a variety of possible horizon-
tal learning outcomes after teacher forums held at Pavle Savić Technical
School in Novi Sad, Serbia during the last school year. The topics discussed
at the teacher forums in the first semester were related to project method
and project-based learning. Teacher trainers demonstrated the basic prin-
ciples of project-based learning to their teacher colleagues.
According to the Buck Institute for Education, project-based learning
is, „a systematic teaching method that engages students in learning knowl-
edge and skills through an extended inquiry process structured around
complex, authentic questions and carefully designed products and tasks“,
(BIE, 2012). These postulates have been demonstrated at the teacher forums
through project-based teaching lessons in different subjects. Qualitative
pedagogical research was conducted at the end of the school year in the form
of an open question/semi-structured interview while the research question
was defined as follows: Are there any differences in the attitudes of students
who apply project-based learning, in the perception of basic teaching vari-
ables and learning objectives, in comparison to the practice of them being
taught through traditional teaching methods? In that respect, the research
183
