Praksa, pedagogika in učiteljska strokovnost v Angliji
Povzetek
Prispevek obravnava trenutno udeležbo učiteljev pri raziskovanju izobraževanja v Angliji in preverja, ali je bilo naslovljeno Stenhousovo dojemanje, da je takšna vpletenost nujna za zadrževanje političnega spodkopavanja demokratične učiteljske strokovnosti. Stenhouse je sprožil nastanek gibanja učitelja kot raziskovalca, s čimer so se učitelji vklopili v proces, ki je ustvaril znanje in prakso. Od leta 1979, ko je konservativka Margaret Thatcher postala premierka, je naraščajoča prevlada globaliziranih ekonomij znanja znanje preusmerila od procesa k produktu. Izobraževanje učiteljev in študentov je postalo nadzorovano in prežeto s strani čedalje konkurenčnejših izobraževalnih ustanov. Cilj znanja je bil zagotoviti doseganje višjih ocen, s katerimi bi se povečala gospodarska rast in dobiček države, kar pa je vodilo v spodkopavanje demokratične učiteljske strokovnosti. Aktualne raziskave Organizacije za gospodarsko sodelovanje in razvoj pa kažejo, da bi morala učiteljeva strokovnost vključevati učitelje v izvajanje individualnih ali skupnih raziskav v učilnici. Poleg tega je nedavna akademska preiskava Britanskega združenja za raziskovanje izobraževanja (angl. British Education Research Association) ugotovila, da bodo učitelji kot raziskovalci v teoretičnem in praktičnem smislu pozitivno vplivali na rezultate učenja z razvojem izobraževalnega sistema, ki ima notranjo zmožnost po usmerjanju lastnega napredka. Hkrati je angleško ministrstvo za izobraževanje naročilo dveletno raziskavo, s katero bodo ocenili napredek v sistemu, ki bi temeljil na informiranju o izsledkih. Prek sistematičnega pregleda literature prispevek obravnava, kako trenutno izobraževanje učiteljev in praksa spodbujata učiteljevo raziskovalno dejavnost kot obliko razvoja pedagoške prakse zaradi ponovne vzpostavitve demokratične učiteljske strokovnosti. Raziskuje tudi, ali obstajajo alternative poti za ustvarjanje enakega ali podobnega rezultata.
Prenosi
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