Primary school and preschool teacher motivation for horizontal learning: the challenge and perspective of the professional learning communities development

Abstract

The authors of the paper Primary school and preschool teacher motivation for horizontal learning: the challenges and perspective of professional learning communities development, Isidora Korać, Jelena Đermanov and Danijela Šćepanović reflect on a number of issues related to the motivation of primary school and preschool teachers to participate in the process of horizontal learning, stressing the importance of the role of these actors in such process. As one of the main questions the authors discuss is the understanding of horizontal learning as phenomenon by practitioners, while emphasizing that the core of the process of horizontal learning constitutes a dialogue, as a basis for group context building, knowledge gain and relations between participants, (self) reflection, mutual examining of theoretical perspectives, as well as practices based on selected theoretical approaches. Relying on the research findings and combined analysis, the authors conclude that the motivation and participation of primary school and preschool teachers in horizontal learning depends on: recognition of learning benefits by participants; belief that what is being learned will be relevant to their professional work; developing the necessary competencies and empowering participants to take an active role in the learning process; a supportive school principal; and a sense that learning and professional development are highly valued both in the institution and society. Discussing various possibilities of intensifying horizontal learning, the authors point out the need to build a discourse of a professional learning community in which employees have a sense of connection and belonging and where there are common agreed values, visions, and development goals.