https://doi.org/10.59132/vviz/2022/1/54-65
Povzetek
Obdobje uvajanja učitelja začetnika v pedagoški poklic pomeni obdobje intenzivnega učenja in nudi priložnost za pridobitev, razširitev in utrditev med študijem pridobljenih kompetenc za poučevanje. V tem obdobju namreč učitelj začetnik vzpostavlja stike oz. sooblikuje mreže z različnimi udeleženci in na različnih ravneh znotraj šolske skupnosti/vzgojno-izobraževalnega zavoda (z mentorjem, ravnateljem, strokovnim aktivom in drugimi). V teh primerih gre za formalne mreže, katerih namen je povezovanje za skupno načrtovanje učenja, ter tudi skupno učenje in učenje drug od drugega, izmenjavo izkušenj in pridobivanje novih izkušenj. Namen prispevka je prikazati rezultate raziskave o vplivu različnih oblik mreženja na učenje učiteljev začetnikov (pridobivanje kompetenc za poučevanje) znotraj šole. Pri tem smo izhajali iz predpostavke, da ima največji vpliv mentor, s katerim začetnik najpogosteje vzpostavlja povezave. Za raziskavo smo uporabili kavzalno neeksperimentalno metodo, podatke pa smo zbirali s pomočjo anketnega vprašalnika, pripravljenega na podlagi analize strokovne literature. Predstavljeni so rezultati raziskave o mnenju učiteljev začetnikov.
Abstract
The impact of different forms of networking on the learning of a novice teacher within a school
Introducing a novice teacher to the teaching profession means a period of intensive learning, providing an opportunity to acquire, expand and consolidate the teaching competencies acquired during the studies. During this period, the beginner teacher establishes contacts or co-creates networks with different participants to varying levels within the school community/educational institution (with their mentor, principal, professional team, and others). In these cases, there are formal networks, the purpose of which is to connect for joint planning of learning, as well as mutual understanding and learning from each other, sharing experiences, and gaining new experiences.
The purpose of the paper is to show the results of research on the impact of different forms of networking on the learning of novice teachers (acquiring teaching competencies) within the school. In doing so, we started with the assumption that the most significant influence is exerted by the mentor with whom the beginner most often establishes connections. For the research, we used a causal non experimental method and collected data using a survey questionnaire prepared based on an analysis of professional literature. Finally, we presented the survey’s results on the opinion of beginner teachers.