https://doi.org/10.59132/vviz/2025/1/66-83
Povzetek
Umetna inteligenca (UI) prinaša v izobraževanje nove pedagoške izzive in priložnosti, pri katerih sta ključna medsebojno sodelovanje in učenje učiteljev. Članek raziskuje, kako so srednje šole v Sloveniji, ki so bile vključene v projekt AI4T (Umetna inteligenca za učitelje in z učitelji), oblikovale notranje profesionalne učeče se skupnosti na temo UI, in vlogo, ki so jo imeli pri tem procesu ravnatelji. Rezultati, ki temeljijo predvsem na kvalitativni analizi intervjujev z učitelji in ravnatelji, so pokazali, da je zunanje profesionalno učenje o UI spodbudilo notranje deljenje znanja na večini sodelujočih šol. Vendar ugotovitve razkrivajo znatne razlike v teh praksah, saj sta se profesionalni učeči se skupnosti uspešno razvili le na dveh šolah, kjer sta ravnatelja aktivno podpirala ta proces in v njem sodelovala. Članek poudarja ključno vlogo ravnateljev v profesionalnih učečih se skupnostih na temo UI in njihov pomen za pripravo šol na spremembe, ki jih prinaša UI.
Abstract
From External Training to Internal Collaboration: The Role of Head Teachers in Professional Learning Communities on Artificial Intelligence
Artificial intelligence (AI) introduces new pedagogical challenges and opportunities in education, where teacher collaboration and mutual learning play a crucial role. This paper examines how secondary schools in Slovenia, which participated in the AI4T (Artificial Intelligence for and by Teachers) project, established internal professional learning communities on AI and the role of head teachers in this process. The results, based primarily on qualitative analysis of interviews with teachers and head teachers, indicate that external professional learning on AI facilitated internal knowledge sharing in most of the participating schools. However, the findings also reveal significant variation in these practices, with professional learning communities successfully developing in only two schools, where head teachers actively supported and participated in the process. This paper highlights the key role of head teachers in professional learning communities on AI and their importance in preparing schools for the transformations that AI brings to education.