Zaznave učiteljev o na dokazih utemeljeni dejavnosti: analiza glede na stopnjo kompleksnosti vzgojnoizobraževalnih zavodov v Kataloniji
Povzetek
Za na raziskavah temelječi pristop je v evropski in nacionalni izobraževalni politiki pa tudi v lokalni izobraževalni politiki v Kataloniji (Španija) čedalje več zanimanja. Prejšnje študije so pokazale, da pristop prinaša več koristi za izboljšanje enakosti in inkluzije. To je še posebej pomembno pri ranljivih otrocih: uporaba raziskav na strani učiteljev lahko olajša inkluzivnejše prakse, kar koristi pri učnih izidih ranljivih otrok. V tem članku analiziramo zaznave učiteljev o pomembnosti na dokazih utemeljene dejavnosti glede na stopnjo kompleksnosti vzgojno-izobraževalnih zavodov, v katerih delajo. Pri tem smo izvedli za ta namen sestavljeno anketo med 314 učitelji v vrtcih ter osnovnih in srednjih šolah, ki delajo v vzgojno-izobraževalnih zavodih z visoko, s srednjo in z nizko stopnjo kompleksnosti v Kataloniji. Merilo kompleksnosti vzgojno-izobraževalnih zavodov, kot ga opredeljuje katalonska uprava, razvršča vzgojno-izobraževalne zavode in razporeja vire glede na kazalnike družbenoekonomske in upravne kompleksnosti. Izvedene so bile opisne in primerjalne analize. Ugotovitve so pokazale, da učitelji sicer priznavajo vrednost raziskav na področju vzgoje in izobraževanja, njihovo uporabo pa oblikujejo organizacijske razmere in širši šolski kontekst. Vzgojno-izobraževalni zavodi z nizko stopnjo kompleksnosti zagotavljajo ugodnejše okolje za sistematično uporabo dokazov, kar poudarja priložnost in izziv za izboljšanje teh razmer v kompleksnejših okoljih. Kljub temu so razlike med vzgojno-izobraževalnimi zavodi glede na stopnjo kompleksnosti na splošno neznatne, z le nekaj statistično pomembnimi odstopanji. Čas za usposabljanje in redno ocenjevanje dejavnosti se kažeta kot ključna dejavnika za izvajanje na dokazih utemeljene dejavnosti pri učiteljih v vseh vrstah vzgojno-izobraževalnih zavodov.
Prenosi
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