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

Thumbnail
2021
Primary_school_and_preschool_teacher_2021.pdf (3.445Mb)
Authors
Korać, Isidora
Đermanov, Jelena
Šćepanović, Danijela
Contributors
Gutvajn, Nikoleta
Stanišić, Jelena
Radović, Vera
Book part (Published version)
Metadata
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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.

Keywords:
primary school / preschool teachers / motivation / horizontal learning
Source:
Problems and perspectives of contemporary education, 2021, 141-158
Publisher:
  • Belgrade : Institute for Educational Research
Funding / projects:
  • OI/ 179010/ 2011-2021
Note:
  • Collection name: LIBRARY "PEDAGOGICAL THEORY AND PRACTICE" 52
  • The paper is a result of a study within a project „The quality of educational system in Serbia from the European perspective“ (KOSSEP) supported by the Ministry of Education, Science and Technological Development of the Republic of Serbia [OI/ 179010/ 2011-2021

ISBN: 978-86-7447-157-9

[ Google Scholar ]
Handle
https://hdl.handle.net/21.15107/rcub_ipir_661
URI
http://ipir.ipisr.org.rs/handle/123456789/661
Collections
  • Biblioteka "Pedagoška teorija i praksa"
Institution/Community
IPI
TY  - CHAP
AU  - Korać, Isidora
AU  - Đermanov, Jelena
AU  - Šćepanović, Danijela
PY  - 2021
UR  - http://ipir.ipisr.org.rs/handle/123456789/661
AB  - 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.
PB  - Belgrade : Institute for Educational Research
T2  - Problems and perspectives of contemporary education
T1  - Primary school and preschool teacher motivation for horizontal learning: the challenge and perspective of the professional learning communities development
EP  - 158
SP  - 141
UR  - https://hdl.handle.net/21.15107/rcub_ipir_661
ER  - 
@inbook{
author = "Korać, Isidora and Đermanov, Jelena and Šćepanović, Danijela",
year = "2021",
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.",
publisher = "Belgrade : Institute for Educational Research",
journal = "Problems and perspectives of contemporary education",
booktitle = "Primary school and preschool teacher motivation for horizontal learning: the challenge and perspective of the professional learning communities development",
pages = "158-141",
url = "https://hdl.handle.net/21.15107/rcub_ipir_661"
}
Korać, I., Đermanov, J.,& Šćepanović, D.. (2021). Primary school and preschool teacher motivation for horizontal learning: the challenge and perspective of the professional learning communities development. in Problems and perspectives of contemporary education
Belgrade : Institute for Educational Research., 141-158.
https://hdl.handle.net/21.15107/rcub_ipir_661
Korać I, Đermanov J, Šćepanović D. Primary school and preschool teacher motivation for horizontal learning: the challenge and perspective of the professional learning communities development. in Problems and perspectives of contemporary education. 2021;:141-158.
https://hdl.handle.net/21.15107/rcub_ipir_661 .
Korać, Isidora, Đermanov, Jelena, Šćepanović, Danijela, "Primary school and preschool teacher motivation for horizontal learning: the challenge and perspective of the professional learning communities development" in Problems and perspectives of contemporary education (2021):141-158,
https://hdl.handle.net/21.15107/rcub_ipir_661 .

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