https://doi.org/10.59132/vviz/2024/1/94-115
Povzetek
Učitelji so s svojo inovativnostjo sposobni sprožiti in oblikovati pomembne spremembe, ki se oblikujejo znotraj različnih modelov, ki spodbujajo uspešnost posameznika in organizacije. Zato je treba raziskovati odprte inovativne prakse, ki se lahko manifestirajo kot »neurejene ali ponavljajoče«, saj te prakse pomagajo razvijati globlje učenje učencev ter so hkrati gonilo inovacij. Te priložnosti učiteljem omogočajo, da se prilagodijo potrebnim spremembam v današnji hitro spreminjajoči se družbi. Ugotovili smo, da je učiteljem uspelo narediti premike v spremembah pedagoških pristopov na poti ustvarjalnosti in inovativnosti, veščin in kritičnega razmišljanja. Ti premiki so bili opazni le, če so bili učiteljem zagotovljeni določeni pogoji, kot so možnosti za sodelovanje, ustrezno izobraževanje, podpora ravnateljev ter obstoj podpornih okolij, ki spodbujajo razmislek in praktično uporabo pridobljenih znanj. Razmišljanje in čustva učiteljev namreč ključno vplivajo na učenje in oblikovanje učnega okolja, kar lahko dosežemo le s stalnim zagotavljanjem inovativnih učnih praks. Ravnateljeva predanost ustvarjalnosti in inovativnosti je ključna, saj s svojo kompleksno vlogo vpliva na uspeh organizacije in vpeljevanja sprememb, kar pripomore k odpravljanju tradicionalnih omejitev in raziskovanju novih možnosti. Treba je raziskovati, kako in kdaj učitelji razvijajo identiteto refleksivnih izvajalcev z lastno vizijo, usmerjeno v inovacije.
Abstract
Creating innovative school environments through participation in innovative projects
Through their innovativeness, teachers can initiate and shape significant changes that emerge within various models, promoting both individual and organisational performance. It is crucial to explore open, innovative practices that may appear ‘messy or repetitive,’ as they facilitate deeper learning in students and drive innovation. These opportunities enable teachers to adapt to the necessary changes in today’s rapidly evolving society. We have observed teachers making significant shifts in educational approaches toward creativity, innovation, skills, and critical thinking. However, these shifts are only apparent when teachers are provided with specific conditions, such as opportunities for collaboration, adequate training, and support from principals. The existence of supportive environments that encourage reflection and the practical application of acquired skills is also essential. Teachers’ thinking and emotions are pivotal influences on learning and the design of the learning environment, achievable only through the continuous provision of innovative teaching practices.The principal’s commitment to creativity and innovation is crucial, as their complex role influences the success of the organisation and the implementation of change, helping to break down traditional constraints and explore new possibilities.We must explore how and when teachers develop an identity as reflective practitioners with their own innovation-oriented vision.