Izvleček
V prispevku se sprašujemo: Kaj vse vpliva na profesionalni razvoj učitelja od začetnika do izvedenca – eksperta? Kaj učitelje v največji meri spodbudi, da izboljšujejo svoje ravnanje v razredu pa tudi spreminjajo pomembna pojmovanja, prepričanja o svoji vlogi in vlogi učencev? Kako poteka učenje učiteljev? Kakšna je moč različnih dejavnikov in spodbud za profesionalno rast in kako lahko okrepimo tiste najpomembnejše? … in skušamo odgovoriti na zastavljena vprašanja. V učiteljevem ravnanju se stalno prepletata rutina in razmislek, kar je moč lepo ponazoriti na primeru učnega pogovora. Pri razmisleku in vsakdanjem odločanju v razredu, kar ni le »tehnično«, ampak tudi etično vprašanje, pa nas morajo voditi tudi raziskovalna spoznanja, katere so bistvene lastnosti dobrega učitelja in kaj v resnici vpliva na boljše učenje učencev in učiteljev.
Abstract
How to Change Lessons, Students and Oneself for the Better?
This article raises questions, such as: What influences teacher’s professional development from beginner to expert level? What mostly encourages teachers to improve their handling in classrooms, while simultaneously changing important views and beliefs about their own as well as students’ roles? What is the process of teacher learning like? What kind of power do different factors and encouragements have on professional growth, and how can we strengthen the most important ones? – and tries to give answers to all of them. The way teachers handle classroom situations is a combination of routine and contemplation, which can be shown on an example of a teaching dialogue. When contemplating and making everyday decisions in class, which are not only ‘technical’, but ethical questions as well, we should follow the research conclusions as to which are the key characteristics of a good teacher, and what actually has effect on better learning of students and teachers.