Akcijsko raziskovanje kot del procesov zagotavljanja kakovosti dela v vzgojno-izobraževalni instituciji

Vogrinc, Janez (author), Valenčič Zuljan, Milena (author), Krek, Janez (author)

V prispevku opredeljujemo akcijsko raziskovanje kot dejavnik učiteljevega profesionalnega razvoja in kot del procesov zagotavljanja kakovosti dela v vzgojno-izobraževalnih institucijah. Za akcijsko raziskovanje je značilno, da ga izvajajo praktiki, torej učitelji, pogosto s pomočjo šolske svetovalne službe in mentorja, in da je usmerjeno v neposredno izboljšavo prakse. V pričujočem prispevku so analizirane poglavitne značilnosti akcijskega raziskovanja, opisan je model učiteljevega profesionalnega razvoja in predstavljeni so rezultati empirične raziskave, s katero smo ugotavljali, ali se med učitelji, ki imajo izkušnje z raziskovalnim delom, in tistimi, ki takšnih izkušenj nimajo, pojavljajo razlike v njihovi pripravljenosti za sodelovanje v raziskovalnem procesu, in v katerih fazah profesionalnega razvoja so se učitelji najbolj pripravljeni ukvarjati z raziskovanjem.

• Language: Slovenian
• Typology: 1.01 - Original Scientific Article
• Organization: PEF - Faculty of Education
• Publisher: Zveza društev pedagoških delavcev Slovenije
• Year: 2007
• Number of pages: Str. 48-67
• Numbering: Letn. 58, št. 5
• PID: 20.500.12556/RUL-58608
• UDC: 37.012
• ISSN on article: 0038-0474
• COBISS.SI-ID: 7340361
• Publication date in RUL: 10.07.2015

Record is a part of a journal

• Title: Sodobna pedagogika
• Shortened title: Sodob. pedagog.
• Publisher: Zveza društev pedagoških delavcev Slovenije
• ISSN: 0038-0474
• COBISS.SI-ID: 761348

Secondary language

• Language: English
• Title: Action research as part of the processes for assuring work quality in an educational institution

Abstract

In the article we present action research as a factor in the teacher's professional development and as part of processes for ensuring quality in education. Action research is characteristically performed by practitioners, in this case teachers, often with the help of the school counselling service and the mentor, and directly oriented towards an improvement in practice. In the article we analyse the main characteristics of action research and the model of teachers´ professional development. We present the results of empirical research which were used to determine whether there are any evident differences between teachers who have experience in research and those without such experience in terms of their interest in participation in the research process and at which stage of professional development are those teachers who are most prepared to do research.