Page 191 - 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. 191
povzetki ■ summaries
adapt now the practice according to newly gained knowledge. Facilitators
also indicated that the cooperation between school and kindergarten was
more intensive in the current school year than in previous years. Although
the cooperation between institutions already existed in the past, meetings
of IILCs were a novelty for most. All facilitators expressed to see an add-
ed value of the implementation of IILCs and the majority of them wants to
maintain such cooperation of professionals also in the future. Inter-insti-
tutional connections have positive consequences also on the interperson-
al level: professionals from both institutions now discuss more; they have
higher trust and offer more support to each other; and there is more mu-
tual respect for each other’s professional work. Based on the results, IILCs
indicate to be an important method for improving pedagogical continui-
ty and consequently softening the transition of children from kindergarten
to primary school.
Key words: inter-institutional learning communities, transition, kindergar-
ten, primary school, professional development
Priložnosti in izzivi profesionalnega učenja in sodelovanja
ravnateljev v Sloveniji
Mateja Brejc, Mihaela Zavašnik, Ana Mlekuž
Za kakovost delovanja vrtca, šole je kakovost vodenja pedagoške dejavno-
sti temeljnega pomena. Od sredine marca 2020 dalje se v vrtcih in šolah
ter v šolskem sistemu na splošno soočamo s spremenjenimi načini (so)de-
lovanja, vodenja, učenja in poučevanja. V tem času ravnatelji vsak zase, v
sodelovanju z drugimi ravnatelji in/ali s strokovnimi institucijami/javni-
mi zavodi, MIZŠ ter skupaj s strokovnimi delavci pa tudi z otroki, učenci
in dijaki ter njihovimi starši preizkušajo, udejanjajo, spremljajo in spremi-
njajo pedagoško dejavnost. Raziskava »Profesionalno učenje in sodelovanje
ravnateljev in strokovnih delavcev« je korak v sistemskem spremljanju in
evalvaciji kakovosti vodenja v vrtcih ter šolah. Namen raziskave je ugotovi-
ti, kako ravnatelji in strokovni delavci profesionalno sodelujejo in se učijo,
zato smo opredelili sledeča raziskovalna vprašanja: (1) kako ravnatelji vodi-
jo profesionalno sodelovanje in učenje v šolah in vrtcih; (2) kako strokovni
delavci vrtcev in šol profesionalno sodelujejo in se učijo; (3) kako ravnate-
lji profesionalno sodelujejo in se učijo; (4) s kakšnimi izzivi profesionalne-
ga sodelovanja in učenja se soočajo ravnatelji in strokovni delavci. Na osno-
vi standardov kakovosti ter drugih strokovnih in raziskovalnih izhodišč
smo pripravili in pilotno preizkusili dva vprašalnika, enega za ravnatelje in
191
adapt now the practice according to newly gained knowledge. Facilitators
also indicated that the cooperation between school and kindergarten was
more intensive in the current school year than in previous years. Although
the cooperation between institutions already existed in the past, meetings
of IILCs were a novelty for most. All facilitators expressed to see an add-
ed value of the implementation of IILCs and the majority of them wants to
maintain such cooperation of professionals also in the future. Inter-insti-
tutional connections have positive consequences also on the interperson-
al level: professionals from both institutions now discuss more; they have
higher trust and offer more support to each other; and there is more mu-
tual respect for each other’s professional work. Based on the results, IILCs
indicate to be an important method for improving pedagogical continui-
ty and consequently softening the transition of children from kindergarten
to primary school.
Key words: inter-institutional learning communities, transition, kindergar-
ten, primary school, professional development
Priložnosti in izzivi profesionalnega učenja in sodelovanja
ravnateljev v Sloveniji
Mateja Brejc, Mihaela Zavašnik, Ana Mlekuž
Za kakovost delovanja vrtca, šole je kakovost vodenja pedagoške dejavno-
sti temeljnega pomena. Od sredine marca 2020 dalje se v vrtcih in šolah
ter v šolskem sistemu na splošno soočamo s spremenjenimi načini (so)de-
lovanja, vodenja, učenja in poučevanja. V tem času ravnatelji vsak zase, v
sodelovanju z drugimi ravnatelji in/ali s strokovnimi institucijami/javni-
mi zavodi, MIZŠ ter skupaj s strokovnimi delavci pa tudi z otroki, učenci
in dijaki ter njihovimi starši preizkušajo, udejanjajo, spremljajo in spremi-
njajo pedagoško dejavnost. Raziskava »Profesionalno učenje in sodelovanje
ravnateljev in strokovnih delavcev« je korak v sistemskem spremljanju in
evalvaciji kakovosti vodenja v vrtcih ter šolah. Namen raziskave je ugotovi-
ti, kako ravnatelji in strokovni delavci profesionalno sodelujejo in se učijo,
zato smo opredelili sledeča raziskovalna vprašanja: (1) kako ravnatelji vodi-
jo profesionalno sodelovanje in učenje v šolah in vrtcih; (2) kako strokovni
delavci vrtcev in šol profesionalno sodelujejo in se učijo; (3) kako ravnate-
lji profesionalno sodelujejo in se učijo; (4) s kakšnimi izzivi profesionalne-
ga sodelovanja in učenja se soočajo ravnatelji in strokovni delavci. Na osno-
vi standardov kakovosti ter drugih strokovnih in raziskovalnih izhodišč
smo pripravili in pilotno preizkusili dva vprašalnika, enega za ravnatelje in
191
