Povzetek
V članku želimo izpostaviti vlogo hospitacij v pedagoškem vodenju ravnateljev in predstaviti raziskavo, opravljeno na nekaj slovenskih osnovnih šolah. Njen namen je bil ugotoviti, koliko so hospitacije priložnost za profesionalno sodelovanje med ravnateljem in strokovnimi delavci, kakšen je njihov vpliv na profesionalni razvoj učiteljev ter koliko jih ravnatelji povezujejo s pedagoškim vodenjem. V teoretičnem delu smo povzeli del strokovne in znanstvene literature, povezane s hospitacijami, njihovim pomenom, namenom in vplivom na kakovost učenja in poučevanja. V empiričnem delu smo raziskali poglede ravnateljev in učiteljev na hospitacije, njihovo vlogo in pomen v pedagoškem vodenju in profesionalnem sodelovanju na ravni šole. Zadnji del članka pa osvetljuje iz prakse povzeto opazovanje, spremljanje in vrednotenje učiteljevega dela med izobraževanjem na daljavo, ki smo mu bili (in smo mu trenutno še) priča v pomladnem delu šolskega leta 2019/2020 in jesensko-zimskem obdobju šolskega leta 2020/2021.
Abstract
The Role of Classroom Visitations in Principals’ Educational Leadership
This article strives to highlight the role of classroom visitations as part of principals’ educational leadership, and to discuss a study that was carried out at certain elementary schools in Slovenia. The aim of the study was to determine to what extent these visitations present an opportunity for professional cooperation between head teachers and their teaching staff, what the impact of visitations is on the professional development of teachers, and to what degree their principals associate visitations with educational leadership. The theoretical section reviews a part of professional and academic literature related to visitations, their significance, purpose and impact on the quality of learning and teaching. The empirical section explores principal and teacher views of visitations, as well as the function and meaning of visitations in educational leadership and professional collaboration at school level. Ultimately, the final part of the article sheds light on practical observation, monitoring and evaluation of teachers’ work during distance education, which we witnessed (and are still witnessing) in the spring term of 2019–2020 school year and the autumn–winter term of 2020–2021.