Povzetek
V prispevku predstavljam poglede in razmišljanja učiteljev glede inovativnosti, ki naj bi bila glavno gonilo družbe, zato naj bi jo razvijali že od vrtca naprej. Zaradi globalizacije, nenehnih sprememb in zastarevanja znanja sta vsestranski razvoj ter inovativnost nujna dejavnika sodobne šole. Raziskava na šestih srednjih šolah v Sloveniji je pokazala, da učitelji razumejo inovativnost kot nujno sestavino procesa, ki poteka v šolah in ki je v veliki meri odvisen od ravnateljev ter njihove ozaveščenosti, kako pomembna je inovativnost kot gibalo razvoja. Identificirali smo sistemske, organizacijske in kadrovske ovire. Prikazali smo razlike med inovativnimi in povprečnimi šolami ter podali priporočila za izboljšanje stanja. Raziskava je pokazala, da prave inovativnosti na slovenskih srednjih šolah skorajda ni. Šole so večinoma le sledilci. Predlagali smo tudi model razvoja inovativne šole, ki vključuje sistemski nacionalni nivo, nivo šole ter nivo sodelovanja z lokalno skupnostjo.
Abstract
Views of Teachers on Innovativeness and Creativity
The paper presents the views and opinions of teachers regarding innovativeness, which is said to be the main driver of society and should therefore be developed from kindergarten onwards. Due to globalisation, constant changes and knowledge becoming outdated, universal development and innovativeness are two necessary factors of modern schools. A research study conducted at six secondary schools in Slovenia has shown that teachers perceive innovativeness as a necessary ingredient of the school process and that it greatly depends on the principals and their level of awareness regarding the importance of innovativeness as the driver of development. Systemic, organisational and personnel obstacles have been identified. The differences between innovative and average schools have been demonstrated and recommendations for improving the situation have been given. The research study has shown that genuine innovativeness is virtually non-existent at Slovenian secondary schools. Schools are mostly followers. A model for the development of an innovative school has been proposed; it encompasses the systemic national level, the level of the school and the level of cooperation with the local community.