Page 190 - Ana Mlekuž in Igor Ž. Žagar, ur. • Raziskovanje v vzgoji in izobraževanju: učenje in poučevanje na daljavo - izkušnje, problemi, perspektive. Ljubljana: Pedagoški inštitut, 2022. Digitalna knjižnica, Dissertationes 43
P. 190
r aziskovanje v vzgoji in izobr aževanju: učenje in poučevanje na daljavo
tako pa vodje MUSS ter udeleženke iz osnovnih šol poročajo, da sedaj bolj
razmišljajo o razvojnih značilnostih šestletnikov in o tem, kako prilago-
diti prakso v osnovni šoli. Vodje so tudi izpostavile, da je bilo sodelovanje
med šolo in vrtcem v aktualnem šolskem letu intenzivnejše kot v preteklih
letih. Četudi je sodelovanje med zavodi potekalo tudi v preteklosti, je bilo
sodelovanje v obliki MUSS za večino novost. Vse vodje so izrazile, da vidi-
jo smisel v izvajanju MUSS, večina pa si jih želi ohraniti tudi v prihodnje.
Spremembe v medinstitucionalnem povezovanju so opazne tudi na med
osebni ravni, saj se strokovne delavke iz obeh zavodov sedaj več pogovar-
jajo, si zaupajo, druga drugi nudijo podporo, prav tako pa je med njimi več
vzajemnega spoštovanja do strokovnega dela drug drugega. Na podlagi re-
zultatov se MUSS izkazujejo kot pomembna metoda dela za izboljšanje pe-
dagoške kontinuitete in s tem za mehčanje prehoda iz vrtca v šolo.
Ključne besede: medinstitucionalne učeče se skupnosti, prehod, vrtec,
osnovna šola, profesionalni razvoj
Inter-institutional learning communities:
method for ensuring soft transition from kindergarten
to school
Mateja Režek, Tina Mervic
The paper focuses on pedagogical continuity (i.e. the continuity of curric-
ula, education programs, developmental goals, pedagogy and pedagogi-
cal approaches), which we followed by establishing nine inter-institutional
learning communities (IILCs) in seven environments. In the framework of
the international project InTrans - Ensuring Warm and Inclusive Transi-
tions, we supported pairs of IILC facilitators (formed by a professional from
kindergarten and a professional from primary school) in the process of the
action research within which they introduced IILCs in their environments.
A focus group with facilitators of IILCs was conducted after the conclu-
sion of the training cycle with the aim of gaining a deeper insight into
changes in the practice and into further implementation of IILCs in the
involved environments. Based on the collected data, we can conclude that
IILCs have brought more awareness to their facilitators and participants
about the importance of ensuring smooth transition and transition in gen-
eral. Facilitators report that leading an IILC contributed to their learning
of good practices and structural conditions of the other cooperating insti-
tution. Members and facilitators of IILCs from primary schools report that
they are more aware of the developmental characteristics of 6-year-olds and
190
tako pa vodje MUSS ter udeleženke iz osnovnih šol poročajo, da sedaj bolj
razmišljajo o razvojnih značilnostih šestletnikov in o tem, kako prilago-
diti prakso v osnovni šoli. Vodje so tudi izpostavile, da je bilo sodelovanje
med šolo in vrtcem v aktualnem šolskem letu intenzivnejše kot v preteklih
letih. Četudi je sodelovanje med zavodi potekalo tudi v preteklosti, je bilo
sodelovanje v obliki MUSS za večino novost. Vse vodje so izrazile, da vidi-
jo smisel v izvajanju MUSS, večina pa si jih želi ohraniti tudi v prihodnje.
Spremembe v medinstitucionalnem povezovanju so opazne tudi na med
osebni ravni, saj se strokovne delavke iz obeh zavodov sedaj več pogovar-
jajo, si zaupajo, druga drugi nudijo podporo, prav tako pa je med njimi več
vzajemnega spoštovanja do strokovnega dela drug drugega. Na podlagi re-
zultatov se MUSS izkazujejo kot pomembna metoda dela za izboljšanje pe-
dagoške kontinuitete in s tem za mehčanje prehoda iz vrtca v šolo.
Ključne besede: medinstitucionalne učeče se skupnosti, prehod, vrtec,
osnovna šola, profesionalni razvoj
Inter-institutional learning communities:
method for ensuring soft transition from kindergarten
to school
Mateja Režek, Tina Mervic
The paper focuses on pedagogical continuity (i.e. the continuity of curric-
ula, education programs, developmental goals, pedagogy and pedagogi-
cal approaches), which we followed by establishing nine inter-institutional
learning communities (IILCs) in seven environments. In the framework of
the international project InTrans - Ensuring Warm and Inclusive Transi-
tions, we supported pairs of IILC facilitators (formed by a professional from
kindergarten and a professional from primary school) in the process of the
action research within which they introduced IILCs in their environments.
A focus group with facilitators of IILCs was conducted after the conclu-
sion of the training cycle with the aim of gaining a deeper insight into
changes in the practice and into further implementation of IILCs in the
involved environments. Based on the collected data, we can conclude that
IILCs have brought more awareness to their facilitators and participants
about the importance of ensuring smooth transition and transition in gen-
eral. Facilitators report that leading an IILC contributed to their learning
of good practices and structural conditions of the other cooperating insti-
tution. Members and facilitators of IILCs from primary schools report that
they are more aware of the developmental characteristics of 6-year-olds and
190
