https://doi.org/10.59132/zvs/2025/1/87-97
Izvleček
Sodelovanje učiteljev strokovnih aktivov, ki poučujejo v razredih posameznih triletij, je ustaljena praksa pedagoškega dela, ki je zapisana tudi v viziji naše šole na področju poučevanja. To sodelovanje ne zajema samo skupnega načrtovanja in nadgrajevanje znanja in prenosa informacij o znanju in napredku učencev, zajema tudi medsebojne kolegialne hospitacije, izmenjave primerov dobrih praks in spoznavanje učencev, kako spretni so pri soustvarjanju učnega procesa, kako dobro znajo vrednotiti svoje delo in katere oblike učenja so jim blizu. Vse to učiteljem omogoča kakovostnejše načrtovanje, ki temelji na tem, kakšno je predhodno znanje učencev in kaj vse lahko učitelji od njih pričakujejo v višjih razredih oz. na prehodih med posameznimi razredi/vzgojno-izobraževalnimi obdobji. S takšnim sodelovanjem učitelji sistematično in lažje nadgrajujejo vsebinska znanja, učenci lažje osmišljajo svoje učenje, učitelji jih lažje podprejo z različnimi pristopi, da dosežejo boljše razumevanje učne snovi. Tako se vzpostavlja vključujoče učno okolje, tudi po »meri« posameznih učencev glede na njihove spoznavne in učne stile, močna in šibka področja, interese. S tem pa se oblikujejo tudi spodbudni odnosi, sproščeno sodelovanje in pozitivna naravnanost do učenja in dolžnosti, ki jih imajo učenci v učnem procesu.
Abstract
Cooperation Between Expert Working Groups Including Fifth-Grade and Social Sciences Teachers and Formative Assessment of Knowledge
Cooperation between teachers – members of expert working groups – teaching classes in individual triads is an established practice of pedagogical work, written also in the vision of our school in the field of education. This cooperation includes not only joint planning, upgrading of knowledge and transfer of information about the students’ knowledge and progress, but also mutual peer observation, exchange of best practice examples and learning about the students – how skilful they are in the co-creation of the learning process, how well they can assess their work and which learning methods appeal to them. All of this allows teachers a better-quality planning based on the students’ previous knowledge and what the teachers can expect from them in higher grades or when transitioning between grades/educational periods. With this kind of cooperation, teachers upgrade substantive knowledge more easily and systematically, students make sense of their learning more easily and the teachers can more easily support them, through various approaches, in achieving a better understanding of the subject matter. In this way, an inclusive learning environment is created that is tailored also to individual students and their cognitive and learning style, strong and weak areas, and interests. This further creates supportive relationships, relaxed collaboration and positive attitude towards learning and the obligations students have in the learning process.