Název: Learning Study : rozvoj školy skrze kolegiální učení učitelů
Variantní název:
- Learning Study : school development through collegial cooperation of teachers
Zdrojový dokument: Studia paedagogica. 2015, roč. 20, č. 2, s. [59]-79
Rozsah
[59]-79
-
ISSN1803-7437 (print)2336-4521 (online)
Trvalý odkaz (DOI): https://doi.org/10.5817/SP2015-2-4
Trvalý odkaz (handle): https://hdl.handle.net/11222.digilib/134071
Type: Článek
Jazyk
Licence: Neurčená licence
Upozornění: Tyto citace jsou generovány automaticky. Nemusí být zcela správně podle citačních pravidel.
Abstrakt(y)
Tento článek si klade za cíl popsat z působ, jakým byla metoda Learning Study (LS) zaváděna na švédské škole vyššího sekundárního vzdělávání, a dále jak byl dopad tohoto kroku na výuku a rozvoj školy vnímán řediteli a učiteli zapojenými do projektu. Jedná se o empirickou studii, která byla realizována formou akčního výzkumu probíhajícího po dobu tří let. Projekt zavedení metody LS se opíral o předpoklad, že náležité profesní vzdělávání je výsledkem kolegiální aktivity, k níž dochází, když se učitelé učí od sebe navzájem. Obecně můžeme říci, že učitelé zapojení do této studie vnímali využívání této metody pozitivně. Vznikly díky ní příležitosti k setkávání a debatování o učitelských dovednostech, vedla ke zlepšení profesních vztahů mezi kolegy a poskytla učitelům systematickou metodu pro plánování, realizaci a sledování výuky. Pro společnou práci na zavádění metody LS je však nezbytné vyhradit si čas. Tento aspekt hraje klíčovou roli, neboť se jedná o poměrně nákladný z působ rozvoje školy. S tím souvisejí značné nároky kladené na ředitele škol při vytváření podmínek nezbytných pro zavádění metody LS.
The aim of this article is to describe how the Learning Study method (LS) was implemented in a Swedish upper secondary school, as well as how the principals and the teachers involved perceived this to affect teaching at, and the development of, the school. It is an empirical study that was conducted as an action research project over a period of three years. The project to implement the LS method was based on the assumption that proper training is the result of collegial activity that occurs when teachers learn from each other. The teachers in this study were, in general, positive about using the LS method. It created opportunities to meet and talk about teaching skills, developed better professional relationships between colleagues, and offered a systematic method for planning, implementing and monitoring teaching. However, working together requires that time be set aside to allow for implementation of the LS method. This is crucial, as the LS method is a rather expensive way to make school development work. This places heavy demands on principals to create the necessary conditions for the implementation of the LS method.
Reference
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[3] Brown, A. L. (1992). Design experiment: Theoretical and methodological challenges in creating complex interventions in classroom settings. The Journal of the Learning Sciences, 2(2), 141–178. | DOI 10.1207/s15327809jls0202_2
[4] Cohen, L., Manion, L., & Morrison, K. (2007). Research methods in education. New York: Routledge.
[5] Collins, A. (1992). Toward a design science of education. In E. Scanlon & T. O. Shea (Eds.), New directions in educational technology. Berlin: Springer.
[6] Ekholm, M. (1990). Utvecklingsarbete och elevstöd i vidaregående skolor i Norden. Stockholm/Köpenhamn: Nordiska ministerrådet.
[7] Esaiasson, P., Gilljam, M., Oscarsson, H., & Wängnerud, L. (2009). Metodpraktikan – Konsten att studera samhälle, individ och marknad. Stockholm: Norstedts Juridik AB.
[8] Fullan, M. (2001). The new meaning of educational change. New York: Teachers College Press.
[9] Hargreaves, A. (1998). Läraren i det postmoderna samhället. Lund: Studentlitteratur.
[10] Hargreaves, A., & Fullan, M. (2012). Professional capital: Transforming teaching in every school. New York: Routledge.
[11] Hattie, J. (2009). Visible Learning: A synthesis of over 800 meta-analyses relating to achievement. London: Routledge.
[12] Holmqvist, M. (2006). Lärande i skolan: Learning study som skolutvecklingsmodell. Lund: Studentlitteratur.
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[16] Kelchtermans, G. (2004). CPD for professional renewal: Moving beyond knowledge for practice. In C. Day & J. Sachs (Eds.), International handbook on the continuing professional development of teachers (s. 217–237). Maidenhead: Open University Press.
[17] King, M. B. (2002). Professional development to promote schoolwide inquiry. Teaching and Teacher Education, 18(3), 243–257. | DOI 10.1016/S0742-051X(01)00067-1
[18] Koehler, M. J., & Mishra, P. (2005). What happens when teachers design educational technology? The development of technological pedagogical content knowledge. Educational Comupting Research, 32(2), 131–152. | DOI 10.2190/0EW7-01WB-BKHL-QDYV
[19] Kvale, S., & Brinkmann, S. (2009). Den kvalitativa forskningsintervjun. Lund: Studentlitteratur.
[20] Lindensjö, B., & Lundgren, U. P. (2000). Utbildningsreformer och politisk styrning. Stockholm: HLS Förlag.
[21] Lo, M. L., Pong, W. Y., & Chik, P. (Eds.) (2005). For each and every one. Catering for individual differences through learning study. Hong Kong: Hong Kong University Press.
[22] Lundgren, M., von Schantz Lundgren, I., & Svensson, V. (2013). Learning study i gymnasial yrkesutbildning – En fallstudie från ett hantverksprogram. NORDYRK – Nordic Journal of Vocational Education and Training, 3(4), 1–16. | DOI 10.3384/njvet.2242-458X.13v3i1a6
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[24] Marton, F., & Booth, S. (2000). Om lärande. Lund: Studentlitteratur.
[25] Marton, F., & Tsui, A. B. (2004). Classroom discourse and the space of learning. London: Lawrence Erlbaum Associates.
[26] Marton, F. (2005). Om praxisnära grundforskning. Forskning av denna världen II – Om teorins roll i praxisnära forskning. Stockholm: Vetenskapsrådet.
[27] Marton, F., & Mun Ling, L. (2007). Learning from "The Learning Study". Journal of Research in Teacher Education, 14(1), 31–44.
[28] North, D. C. (1993). The new institutional economics and development. Economic History. Online: http:128.118.178.162/eps/eh/papers/9309/9309002.pdf. (citováno 22. 2. 2015).
[29] Rosenholtz, S. J. (1989). Teachers workplace: The social organization of schools. New York: Longman.
[30] Sahlberg, P. (2011). Finnish lessons: What can the world learn from educational change in Finland? New York/London: Teachers Collage Press.
[31] Shulman, L. S. (1986). Those who understand: Knowledge growth in teaching. Educational Researcher, 15(2), 4–14. | DOI 10.3102/0013189X015002004
[32] Shulman, L. S. (1987). Knowledge and teaching: Foundations of the new reform. Harward Educational Review, 57(1), 1–22.
[33] Stake, R. (1995). The art of case study research. Thousand Oaks, CA: Sage.
[34] Stevenson, H. W., & Stigler, J. W. (1992). The Learning Gap: Why our schools are failing and what we can learn from Japanese and Chinese education. New York: Simon & Schuster Paperbacks.
[35] Stigler, J., & Hiebert, J. (1999). The teaching gap. New York: The Free Press.
[36] Tiller, T. (2002). Aktionslärande – Forskande partnerskap i skolan. Stockholm: Runa Förlag.
[37] Trost, J. (1997). Kvalitativa intervjuer. Lund: Studentlitteratur.
[38] von Schantz Lundgren, I. (2008). Det är enklare i teorin… Om skolutveckling i praktiken. En fallstudie av ett skolutvecklingsprojekt i en gymnasieskola (dizertační práce). Växjö: Pedagogiska institutionen, Växjö Universitet.