Page 187 - 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. 187
horizontal learning
the importance of being a member of a team and completing the assign-
ments on time. The students’ perspective, on doing project work, is in line
with the three learning cycle models and our hypothesis regarding the al-
tered teacher’s and learner’s role in a new paradigm shift. The same is true
for the second examined category of teacher‘s role and teacher’s style with
a dominant pattern emerging regarding positive classroom management,
and an atmosphere which is conducive to stimulating students’ personal
contribution in the joint assignment and a team. As for the third category
of interdisciplinary learning in the project-based approach, a dominant pat-
tern emerged in the students’ narratives regarding the significance of ap-
plying a cross-curricular approach which enhances students’ motivation,
arouses their interest in the subject matter by encountering new knowledge
or skills and then integrating and applying that knowledge into a new con-
text. The third examined category also confirmed our hypothesis that, ac-
cording to the students’ perception, the project-based method was more
likely to foster learning and teaching than traditional teaching methods.
The same is true for the fourth examined category of competency-based
learning stimulated in a project-based approach where the dominant pat-
tern which emerged, according to the students’ perception, was that these
projects were connected to real life and that they built up their compe-
tences and skills. Finally, the fifth examined category which summed up
the key differences between traditional teaching approaches and the pro-
ject-based method confirmed our hypothesis that students favoured learn-
ing and teaching according to the project-based method, as opposed to tra-
ditional teaching methods, which was illustrated by their positive attitudes,
values and preferences.
Conclusion
The aim of this paper was to set out the basic frameworks for horizontal
learning and to exemplify how some of the variations of this shared learning
concept could enhance teachers’ CPD. What we primarily focused on was
that teachers could be both teachers and learners in their learning environ-
ments and that they could learn together and from one another, rather than
from an external expert, through the horizontal learning concept. Teacher
forums have been presented as a specific technique that gives teachers the
opportunity to share various examples of good practice. As a whole, there
are many benefits to teacher forums, some of which are examples of an ex-
change of good practice, directly relevant for classroom teaching practice
187
the importance of being a member of a team and completing the assign-
ments on time. The students’ perspective, on doing project work, is in line
with the three learning cycle models and our hypothesis regarding the al-
tered teacher’s and learner’s role in a new paradigm shift. The same is true
for the second examined category of teacher‘s role and teacher’s style with
a dominant pattern emerging regarding positive classroom management,
and an atmosphere which is conducive to stimulating students’ personal
contribution in the joint assignment and a team. As for the third category
of interdisciplinary learning in the project-based approach, a dominant pat-
tern emerged in the students’ narratives regarding the significance of ap-
plying a cross-curricular approach which enhances students’ motivation,
arouses their interest in the subject matter by encountering new knowledge
or skills and then integrating and applying that knowledge into a new con-
text. The third examined category also confirmed our hypothesis that, ac-
cording to the students’ perception, the project-based method was more
likely to foster learning and teaching than traditional teaching methods.
The same is true for the fourth examined category of competency-based
learning stimulated in a project-based approach where the dominant pat-
tern which emerged, according to the students’ perception, was that these
projects were connected to real life and that they built up their compe-
tences and skills. Finally, the fifth examined category which summed up
the key differences between traditional teaching approaches and the pro-
ject-based method confirmed our hypothesis that students favoured learn-
ing and teaching according to the project-based method, as opposed to tra-
ditional teaching methods, which was illustrated by their positive attitudes,
values and preferences.
Conclusion
The aim of this paper was to set out the basic frameworks for horizontal
learning and to exemplify how some of the variations of this shared learning
concept could enhance teachers’ CPD. What we primarily focused on was
that teachers could be both teachers and learners in their learning environ-
ments and that they could learn together and from one another, rather than
from an external expert, through the horizontal learning concept. Teacher
forums have been presented as a specific technique that gives teachers the
opportunity to share various examples of good practice. As a whole, there
are many benefits to teacher forums, some of which are examples of an ex-
change of good practice, directly relevant for classroom teaching practice
187
