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V doktorski disertaciji z naslovom Vodenje za učenje in didaktične značilnosti pouka v osnovni šoli raziskujemo povezanost med vodenjem za učenje in uveljavljanjem sodobnih značilnosti pouka. V teoretičnem delu predstavljamo dosedanja znanstvena spoznanja o vodenju za učenje in značilnosti sodobnega pouka. Teoretični prispevek disertacije predstavlja sinteza znanstvenih spoznanj, katerih končni rezultat je za potrebe naše raziskave izpeljava značilnosti vodenja za učenje in značilnosti sodobnega pouka. V empirični raziskavi proučujemo, kako ravnatelji udejanjajo vodenje za učenje, mnenja in stališča učiteljev do vodenja za učenje, uveljavljanje značilnosti sodobnega pouka v šolski praksi ter zvezo med vodenjem za učenje in didaktičnimi značilnostmi pouka. Pri tem izhajamo iz predpostavke, da se z višjo stopnjo vodenja za učenje dviga raven značilnosti sodobnega pouka. V ta namen smo uporabili kompleksni metodološki pristop, in sicer kvantitativne (anketiranje, sistematično opazovanje) in kvalitativne (intervjuvanje) raziskovalne tehnike in njim prilegajoče metode obdelave. Raziskovalni vzorec zajema učitelje in ravnatelje slučajnostno izbranih slovenskih osnovnih šol. Rezultati raziskave kažejo visoko stopnjo uveljavljenosti vodenja za učenje pri vodenju šol. Večina učiteljev zaznava ravnateljevo vodenje za učenje. Večina učiteljev soglaša s pomembnostjo vodenja za učenje. Raziskava kaže visoko uveljavljenost značilnosti sodobnega pouka v učni praksi. V našem primeru visoka stopnja soglašanja učiteljev s pomembnostjo vodenja za učenje in njihovo zaznavanje ravnateljevega vodenja za učenje ne kaže pomembne povezave z obstoječo prakso posodabljanja pouka. V ozadju teh ugotovitev so vsebinsko-metodološke omejitve naše empirične raziskave, na katere v zaključku opozarjamo. This dissertation investigate the links between leadership for learning and the application of the characteristics of contemporary instructional practice. In the theoretical part of the study we summarize the extant research findings on leadership for learning and on contemporary instructional practice. For the purpose of this study, we then elicit main characteristics of leadership for learning and key characteristics of contemporary instruction. In the empirical part we investigate the manner in which headteachers implement leadership for learning, identify teachers’ opinion and perspective on leadership for learning, investigate their application of characteristics of contemporary instructional practice and the links between leadership for learning and characteristics of didactics. We hypothesise that a higher degree of leadership for learning will increase the presence of contemporary instruction characteristics in teachers’ day-to-day practice. The study employs a mixed-method approach, combining quantitative (surveys, systematic observation) and qualitative (interviews) data collection and analysis techniques. Evidence for the study is provided by a sample of teachers and headteachers from randomly selected primary schools in Slovenia. The findings suggest that headteachers use a high degree of leadership for learning in their day-to-day leadership practice. The majority of teachers perceive that their headteachers practice leadership for learning, and they agree that leadership for learning is important. The findings also suggest a strong presence of characteristics of contemporary instruction in day-to-day teaching practice. A high level of teachers’ agreement concerning the importance of leadership for learning in our study and teachers’ perceptions that their headteachers practice leadership for learning do not show any significant association with the current efforts to modernise instructional practice. Several content and methodological limitations of our study, which we present in the conclusion, are in the background of the latter finding. |
