Learning community and teachers professional development

Živimo v času številnih družbenih, gospodarskih in tehnoloških sprememb, ponujajo se različne novosti, vpeljujejo različne inovacije. Vse to se odraža tudi v šolah, kar zahteva spremembe tako pri poučevanju učiteljev kot pri njihovem lastnem učenju in profesionalnem razvoju. Učeča se organizacija predstavlja dober odgovor na zahteve nenehnega učenja učiteljev, saj pomeni temelj za spodbujanje profesionalnega razvoja in s tem kakovostnega poučevanja učiteljev. Šole kot učeče se organizacije podpirajo medsebojno sodelovanje učiteljev, skupno načrtovanje in evalviranje dela. V teoretičnem delu magistrskega dela smo opredelili pojem učeče se organizacije, šolo kot učečo se organizacijo in značilnosti le-te. Navedli smo razloge za oblikovanje učeče se šole, opredelili pojem profesionalni razvoj učitelja, modele profesionalnega razvoja ter dejavnike, ki učiteljev profesionalni razvoj spodbujajo ali ovirajo. V empiričnem delu smo izvedli kvalitativno raziskavo, v kateri smo osvetlili tri vsebinske sklope, in sicer učeča se organizacija, učiteljev profesionalni razvoj in povezava učeče se organizacije in učiteljevega profesionalnega razvoja. Izvedli smo polstrukturirane intervjuje. V raziskavo je bilo vključenih 12 učiteljev. Po mnenju sodelujočih so temeljne poklicne naloge učitelja učenje, izobraževanje in vzgoja. Znotraj kolektiva na šoli zelo dobro sodelujejo. Sodelovanje poteka med razrednimi in predmetnimi učitelji, v aktivih, študijskih skupinah, na konferencah in v projektih. Ugotovili smo, da večina učiteljev vidi prednosti pri sodelovanju med zaposlenimi. Med slabostmi sodelovanja izpostavljajo potrebo po prilagajanju, nesprejemanje mnenj in pomanjkanje časa. Učitelji se zavedajo pomembnosti svojega profesionalnega razvoja in različnih dejavnikov, ki nanj vplivajo. Večina učiteljev se zaveda povezave med učečo se šolo in profesionalnim razvojem učitelja, navaja vpliv posameznika na oblikovanje učeče se šole ter vpliv šole na učenje in razvoj posameznika.We live in a time of many social, economic and technological changes, there is a variety of new novelties, various introduction of innovations. All this is reflected in the schools which requires changes both in the teaching of teachers and in their own learning and professional development. The learning organization represents a good response to the demands of teacher continuing learning, as it is the basis for promoting professional development and thus quality teaching of teachers. Schools as learning organizations support the mutual cooperation of teachers, joint planning and evaluation of work. The theoretical part of the master thesis we define the concept of a learning organization, the school as a learning organization and the characteristics thereof (of that). We cited the reasons for the creation of a learning school, we defined the concept of professional development, teacher professional development models and factors that teacher professional development, promote or hinder. In the empirical part we carried out a qualitative survey in which we highlighted three content sections, namely the learning organization, the teacher\u27s professional development and the connection of the learning organization and the teacher\u27s professional development. We conducted semi-structured interviews. The survey included 12 teachers. According to the participants, the basic professional tasks of the teacher are learning, education and upbringing of a child. They cooperate very well within the collective at school. Collaboration takes place between class and subject teachers, in assets, study groups, conferences and projects. We have found that most teachers see the advantages of employee collaboration. Among the disadvantages of cooperation among teachers they highlight the need for adaptation, non-acceptance of opinions and lack of time. Teachers are aware of the importance of their professional development and the various factors that influence it. Most teachers are aware of the links between the learning school and the professional development of the teacher, they indicate the influence of the individual on the design of the learning school, the influence of the school on the learning and development of the individual