Page 368 - 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. 368
r aziskovanje v vzgoji in izobr aževanju: mednarodni vidki vzgoje in izobr aževanja
impact of the EU programme (individual mobility, strategic partnerships)
on the professional development of employees in the organisation.
Participation in projects or participation in mobility strengthens the pro-
fessional development of educational staff, as in this way, they acquire new
expertise and practical skills, as well as social, linguistic, (inter)cultural, IC,
organisational and managerial competencies, which are relevant for their
professional work. Consequently, the quality of the organisation (in our
case, the adult education centre) also strengthens, which has a favourable
impact both on the professional development of the staff in the organisa-
tion, as well as wider in the local and regional environment, although, un-
fortunately, it does not reach all staff in the organisation to the same extent.
Due to the large number of outsourcers at people’s universities, the effects
of the EU programme primarily reach regular employees of the organisa-
tion.
Keywords: professional development, institutional development, training
and advanced training for andragogical work, international cooperation,
Erasmus+
Lela Vuković
Horizontalno učenje: Učitelj kot učeči znotraj svojega
profesionalnega razvoja
Videti je, da je horizontalno učenje obetavna strategija za nadaljnji profe-
sionalni razvoj učiteljev v sodobni spremembi izobraževalne paradigme.
Skozi koncept horizontalnega učenja učitelji delijo svoje znanje, ideje in pri-
mere dobre prakse. V našem prispevku bo poseben poudarek znotraj kon-
cepta horizontalnega učenja namenjen učiteljskim forumom, kot tehniki,
ki učiteljem omogoča izmenjavo različnih primerov dobre prakse, razjasni
neskladne točke predmeta, vzbuja zanimanje učiteljev/kolegov učiteljev in
jim omogoča aktivno udejstvovanje. V metodološkem okviru tega prispev-
ka smo predstavili nekatere vidike učencev, ki se nanašajo na spremembo
učnega procesa, ki so ga izvajali njihovi učitelji po izmenjavi znanja na uči-
teljskih forumih. Odzivi učencev so bili analizirani s tematsko deduktivno
analizo, ki je pokazala, da obstaja pozitiven odnos med odnosom učencev
in novim učnim pristopom, ki ga delijo učiteljski forumi, v primerjavi s tra-
dicionalnimi metodami poučevanja.
Ključne besede: horizontalno učenje, stalni profesionalni razvoj, forumi
učiteljev, nova sprememba paradigme, naracije učencev
368
impact of the EU programme (individual mobility, strategic partnerships)
on the professional development of employees in the organisation.
Participation in projects or participation in mobility strengthens the pro-
fessional development of educational staff, as in this way, they acquire new
expertise and practical skills, as well as social, linguistic, (inter)cultural, IC,
organisational and managerial competencies, which are relevant for their
professional work. Consequently, the quality of the organisation (in our
case, the adult education centre) also strengthens, which has a favourable
impact both on the professional development of the staff in the organisa-
tion, as well as wider in the local and regional environment, although, un-
fortunately, it does not reach all staff in the organisation to the same extent.
Due to the large number of outsourcers at people’s universities, the effects
of the EU programme primarily reach regular employees of the organisa-
tion.
Keywords: professional development, institutional development, training
and advanced training for andragogical work, international cooperation,
Erasmus+
Lela Vuković
Horizontalno učenje: Učitelj kot učeči znotraj svojega
profesionalnega razvoja
Videti je, da je horizontalno učenje obetavna strategija za nadaljnji profe-
sionalni razvoj učiteljev v sodobni spremembi izobraževalne paradigme.
Skozi koncept horizontalnega učenja učitelji delijo svoje znanje, ideje in pri-
mere dobre prakse. V našem prispevku bo poseben poudarek znotraj kon-
cepta horizontalnega učenja namenjen učiteljskim forumom, kot tehniki,
ki učiteljem omogoča izmenjavo različnih primerov dobre prakse, razjasni
neskladne točke predmeta, vzbuja zanimanje učiteljev/kolegov učiteljev in
jim omogoča aktivno udejstvovanje. V metodološkem okviru tega prispev-
ka smo predstavili nekatere vidike učencev, ki se nanašajo na spremembo
učnega procesa, ki so ga izvajali njihovi učitelji po izmenjavi znanja na uči-
teljskih forumih. Odzivi učencev so bili analizirani s tematsko deduktivno
analizo, ki je pokazala, da obstaja pozitiven odnos med odnosom učencev
in novim učnim pristopom, ki ga delijo učiteljski forumi, v primerjavi s tra-
dicionalnimi metodami poučevanja.
Ključne besede: horizontalno učenje, stalni profesionalni razvoj, forumi
učiteljev, nova sprememba paradigme, naracije učencev
368
