Povzetek
Projekt Linpilcare nam je bil predstavljen kot raziskovanje lastne prakse, kar nas je na začetku navdajalo s precejšnjimi dvomi, saj smo kot večina učiteljev verjele, da delamo dobro in učencem ponujamo kar se da največ. Pri oblikovanju raziskovalnega vprašanja in pisanju operativnega načrta pa smo se še bolj zavedale, kako kompleksen izziv je poučevanje in da k realizaciji danih ciljev vodi več poti in dejavnikov. Pomembno je, da je pot načrtovana z jasnimi koraki in želenimi pričakovanji vseh udeležencev učnega procesa ter dogovorjenimi roki za izvedbo. Pri zastavljanju raziskovalnega vprašanja nas je vodilo načelo, da je le-to zelo pomembno, izvedljivo, povezano z učiteljevim vsakdanjim delom, jasno, postavljeno kot odprto vprašanje in omogoča učiteljevo samorefleksijo. Tako smo z raziskovalnim vprašanjem zajele celotno razvojno stopnjo učenca na vseh predmetnih področjih.
Abstract
Small Steps to Achieving Goals – How to Better Understand Texts
The Linpilcare project was introduced to us as a way of exploring our own practice, which made us very doubtful at the beginning, because, like most teachers, we believed that we are doing our job well, offering our students the best possible learning experience. In developing the research question and writing the operating plan, we realised even more that teaching is a growing process and that there are several factors influencing the achievement of the set goals. It is important to plan the path by clearly defining the steps and including the desired expectations of all participants in the learning process as well as the agreed implementation deadlines. We developed the research question based on the premise that it is very important, can be realised, is relevant for the teacher’s everyday work, is clearly formulated as an open question and allows the teacher to self-reflect. This enabled us to apply the research question to the student’s entire development stage across all relevant areas.