Povzetek
Šola, ki se hoče od take, ki uči, premakniti k učeči se organizaciji, mora spremeniti organizacijsko kulturo, in sicer s spreminjanjem temeljnih predpostavk, norm in vrednot ter načinov dela in s povezovanjem. Skupaj s spreminjajočo se kulturo se spreminja tudi klima, ki jo določajo predvsem medsebojni odnosi in je povezana s šolo kot učečo se skupnostjo. Temelj učeče se šole so učeči se člani (Muršak idr. 2011). Vedoželjnost, veselje do učenja, želja pridobiti nova znanja so temeljne lastnosti učečega se učitelja. Pomembna dejavnika, ki motivirata učitelje za učenje in delo, sta podpora ravnatelja in sodelavcev, njihova naklonjenost spremembam in izboljšavam (Zavašnik Arčnik 2015). Ključne strategije in ravnateljeve dejavnosti, ki pripomorejo k vodenju za učenje, so postavljanje učenja v središče, spremljanje in vrednotenje dela strokovnih delavcev za učenje, pogovor o učenju in za učenje, skupna odgovornost za učenje ter sodelovanje in mreženje za učenje. Študije, ki so preučevale učinek mednarodnega sodelovanja na delo učiteljev (Sentočnik 2013; Klemenčič 2017; Lenc idr. 2016) ter izkušnje z delom in spremljanjem projektov, so pokazale, da imajo lahko mednarodne dejavnosti pomembno vlogo predvsem pri razvoju šole in njene odprtosti za spremembe in do drugih pomembnih deležnikov. Veliko vlogo pri tem ima seveda vodstvo šole, ki s sodelovanjem pri projektu, podporo učiteljem, predanostjo skupnim ciljem, predvsem pa z umeščanjem mednarodnega sodelovanja v strateške cilje šole, pomembno prispeva k zagotavljanju trajnih učinkov. Pri merjenju vplivov na šolo se je pokazalo, da so najmočnejši in najbolj trajni ravno tisti, ki prispevajo k izgradnji učeče se, odprte skupnosti. Izmed vplivov na delo in kompetence učiteljev so bili najvišje ocenjeni tisti elementi, ki prispevajo k odprtosti učiteljev za novosti; to so poznavanje in razumevanje sistemov izobraževanja in usposabljanja v partnerskih državah, sodelovanje in usklajevanje med učitelji in izvajanje medpredmetnih povezav (Sentočnik 2013).
Abstract
Through International Activities (Un)Consciously to Collaboration and Open School
If a school seeks to evolve from a teaching organisation into a learning one, it must change its organisational culture by transforming its fundamental assumptions, norms, values and working methods, and by fostering connectedness. Along with the shift in culture, the climate also changes, defined by human relations and associated with the school as a learning community. The cornerstone of a learning school are its learning members (Muršak idr. 2011). Inquisitiveness, the joy for learning, and eagerness for new knowledge, constitute the essential attributes of a learning teacher. Two of the chief factors that motivate teachers for learning and work are the support of headteachers and colleagues, and their openness to change and improvements (Zavašnik Arčnik 2015). The key strategies and heateacher activities that promote leadership for learning include placing learning at the centre, monitoring and evaluating the work of teaching staff, discussing learning and discussions for learning, accepting joint accountability for learning, collaboration and networking for learning. Different studies exploring the impact of international collaboration on teachers’ work (Sentočnik 2013; Klemenčič 2017; Lenc et al. 2016), together with experience from project work and following projects, have shown that international activities can play a major role particularly in the development of schools and their openness towards other important stakeholders. A crucial role here is of course assumed by the school leadership, which, by participating in the project, supporting teachers, committing to common goals and especially incorporating international collaboration in the strategic goals of the school, significantly contributes to ensuring continual effects. In measuring influences on schools it has become evident that it is the elements fostering an open, learning community that are the strongest and the most lasting. Among the effects on teachers’ work and competencies, it was those elements that encourage the openness of teachers for innovation that were rated the highest; these include the knowledge and understanding of the systems of education and training in partner countries, cooperation and coordination among teachers, and the implementation of cross-curricular integration (Sentočnik 2013).