Pedagoška prenova in vloga učiteljev v srednjih šolah: ugotovitve iz petih študij primerov iz Španije
Povzetek
Ta članek predstavlja izsledke raziskovalnega projekta, ki ga je financiralo Ministrstvo za znanost in inovacije Republike Španije, katerega cilj je analiza srednjih šol, katerih pedagoške prakse so transformativne, saj presegajo začasne inovacije ter ustvarjajo spremembe in izboljšave, ki vplivajo na šolo, učence in na lokalno skupnost ter spodbujajo inkluzijo in smiselno učenje. Članek preučuje vlogo, ki jo imajo učitelji v srednješolskem izobraževanju v povezavi s pedagoškimi praksami in z metodologijami v trenutnem kontekstu zahtev po nenehni transformaciji, in sicer prek študije petih srednjih šol v različnih regijah Španije. Izvedli smo opazovanja, fokusne skupine, analizo šolskih dokumentov in poglobljene intervjuje, podatki pa so bili analizirani s programsko opremo Atlas.ti. Izsledki kažejo, kako pedagoška prenova v srednješolskem izobraževanju temelji na pedagoških vidikih, kot so: vodstvo v izobraževanju, strategije za spodbujanje personaliziranega učenja, ki učence postavljajo v središče izobraževanja, vzpostavljanje odnosov s skupnostjo za izmenjavo izobraževalnih in socialnih projektov, ki spodbujajo občutek pripadnosti lokalnemu okolju, ter potreba po prilagajanju virov, prostorov in časa, da se omogočijo bolj globalni in prečni procesi poučevanja in učenja.
Prenosi
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