Title: Learning Study : rozvoj školy skrze kolegiální učení učitelů
Variant title:
- Learning Study : school development through collegial cooperation of teachers
Source document: Studia paedagogica. 2015, vol. 20, iss. 2, pp. [59]-79
Extent
[59]-79
-
ISSN1803-7437 (print)2336-4521 (online)
Persistent identifier (DOI): https://doi.org/10.5817/SP2015-2-4
Stable URL (handle): https://hdl.handle.net/11222.digilib/134071
Type: Article
Language
License: Not specified license
Notice: These citations are automatically created and might not follow citation rules properly.
Abstract(s)
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.
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[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.
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[9] Hargreaves, A. (1998). Läraren i det postmoderna samhället. Lund: Studentlitteratur.
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[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
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[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.
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[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.
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[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.