Skolotāju iesaiste izglītības pārmaiņu procesos
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Latvijas Universitāte
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lav
Abstract
Maģistra darba mērķis ir izpētīt, kādi ir skolotāju iesaisti izglītības pārmaiņu procesos veicinoši un/vai kavējoši faktori, izstrādāt un aprobēt aptaujas anketu skolotājiem par iesaisti kompetenču pieejā balstītā mācību satura ieviešanā un īstenošanā. Darbā analizēta pārmaiņu vadība, vadītāja un darbinieka komunikācija, sadarbība starp kolēģiem un skolotāju loma pārmaiņu ieviešanā. Kā galvenās pārmaiņas Latvijā šobrīd ir kompetenču pieejā balstītais vispārējās izglītības saturs “Skola2030”. Darbā apkopota teorētiskā literatūra par pārmaiņām izglītības procesā un iesaisti, apskatīti iesaistes mērīšanas instrumenti. Šī darba ietvaros iesaiste aplūkota kā dalība pārmaiņu procesos. Padziļinātai tēmas izpratnei tika veiktas intervijas ar dažādiem skolotājiem. Balstoties uz teorētiskās literatūras, pieejamo instrumentu un skolotāju interviju rezultātu analīzi ir izstrādāta aptauja skolotājiem par pārmaiņu ieviešanu izglītībā, kas sastāv no 110 apgalvojumiem 15 blokos.
The aim of this master’s thesis is to study the factors that contribute or are hindering to the involvement of teachers int he processes of educational change. To develop and approbate a questionnaire for teachers on involvement of the implementation and introduction of the curriculum based on the competence approach. The paper analyses change management, manager and employee communication, cooperation between colleagues and the role of teachers in implementing change. At present time the biggest change in education in Latvia is the content of general education based on the competence approach “Skola2030”. This paper summarises the theoretical literature on changes in the educational process and involvement and examines the tools for measuring involvement. In this paper involvement is seen as participation in change processes. Interviews with various teachers were conducted to gain an in-depth understanding of the topic. Based on the analysis of the theoretical literature, available tools and the result of teacher interviews a survey for teachers on the implementation of change in education has been developed consisting of 110 statements and 15 blocks.
The aim of this master’s thesis is to study the factors that contribute or are hindering to the involvement of teachers int he processes of educational change. To develop and approbate a questionnaire for teachers on involvement of the implementation and introduction of the curriculum based on the competence approach. The paper analyses change management, manager and employee communication, cooperation between colleagues and the role of teachers in implementing change. At present time the biggest change in education in Latvia is the content of general education based on the competence approach “Skola2030”. This paper summarises the theoretical literature on changes in the educational process and involvement and examines the tools for measuring involvement. In this paper involvement is seen as participation in change processes. Interviews with various teachers were conducted to gain an in-depth understanding of the topic. Based on the analysis of the theoretical literature, available tools and the result of teacher interviews a survey for teachers on the implementation of change in education has been developed consisting of 110 statements and 15 blocks.