Motivacijski in demotivacijski dejavniki, ki vplivajo na odločitev učitelja, ali bo raziskoval
Povzetek
Učiteljeva osnovna naloga bi morala biti stalno zagotavljanje dviga kakovosti izobraževalnega dela z vpeljavo lastnega raziskovalnega dela v prakso (»practitioner research«) kot priznane zvrsti raziskav v izobraževanju. Cilj te študije je bil raziskati vpliv dejavnikov, ki lahko motivirajo ali demotivirajo učitelje za vključitev raziskav v njihovo izobraževalno prakso. Spletni vprašalnik je bil naslovljen na vse slovenske učitelje osnovnih in srednjih šol, 325 učiteljev pa je prispevalo odgovore. Čeprav so učitelji izrazili visoko samozavest o svojih raziskovalnih sposobnostih, pa se to pozneje ni preneslo v njihovo raziskovalno dejavnost, saj je le približno četrtina anketirancev poročala, da so že raziskovali. Najpomembnejši spodbujevalci raziskovalnega dela so notranja motivacija za raziskovanje in karierni cilji, čemur sledi razmeroma nizek vpliv pomembnih drugih. Ker je raziskovalno delo med učitelji zaznano kot cenjeno, sklepamo, da morajo obstajati drugi dejavniki, ki preprečujejo, da bi se več učiteljev vključilo v raziskovalne dejavnosti. Med vodilnimi dejavniki, ki so prepoznani kot ovire, so tisti, ki jih lahko v smislu motivacijske teorije obravnavamo kot olajševalne okoliščine. Zato lahko preobremenjenost z delom, pomanjkanje časa, šolska birokracija in družinsko življenje skupaj z drugimi pomembnimi vprašanji tekmujejo z raziskovalnim delom za čas učitelja. Medosebnih odnosov v šoli ne moremo obravnavati kot glavno oviro pri raziskovanju. Če bi želeli vzpodbuditi avtentično raziskovalno delo učiteljev, bi to na osnovi ugotovitev, pridobljenih z raziskavo, zahtevalo prerazporeditev vsaj nekaterih delovnih nalog v korist raziskav v okviru redne zaposlitve.
Prenosi
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