Graditev partnerskega sodelovanja med ucitelji in starsi

This paper presents the goals of teacher-parent cooperation, various potential models for establishing mutual cooperation, and the conditions required to achieve quality interactive cooperation. The partnership model is highlighted as an optimal model of interactive cooperation between teachers and parents, as it includes the distribution of expertise and control with the purpose of ensuring optimal education for children. It enables the creation of an interactive working relationship in which all of those involved are respected and recognised in their efforts to achieve common goals. The second part presents the findings of an empirical study carried out on a representative sample of Slovene primary schools. Teachers (N = 467) and parents (N = 1,690) were asked to express their opinions about the need for mutual cooperation, their view of each other when fulfilling their respective roles, and where they perceive the main obstacles to mutual cooperation. It became evident that teachers and parents have doubts about each other’s competence. This does not form a solid base on which to establish and build the necessary partner relationship, and along with it mutual cooperation. Yet both groups to a large extent agree that teacher-parent cooperation is both necessary and useful. This gives rise to the question as to how to ensure that schools adopt policies pro¬moting opportunities for better understanding, for building quality mu¬tual relations and for parents to become more actively involved. (DIPF/Orig.

Craig, C. J., Meijer, P. C. and Broeckmans, J. (Eds.) (2013). From teacher thinking to teachers and teaching: the evolution of a research community. advances in research on teaching, 19. Bingley: Emerald. [Rezension]

Rezension von: Craig, C. J., Meijer, P. C. and Broeckmans, J. (Eds.) (2013). From teacher thinking to teachers and teaching: the evolution of a research community. advances in research on teaching, 19. Bingley: Emerald. 734 pp., ISSN 1479-3687 (Series), ISBN 978-1-78190- 850-

Kriticna refleksija v profesionalnem razvoju uciteljev: izzivi in moznosti

Critical reflection in teachers’ professional development has received much attention in the scholarly literature, and there is an overwhelming consensus about its great significance to the quality of teachers’ work. Nevertheless, despite the well-established role of reflection, a large gap between the professed goals and the actual reflective practice of teachers remains. The article starts with a short overview of the different definitions of critical reflection in the context of teachers’ professional development and then underlines some empirical research findings on the problems that teachers and teacher educators face when putting reflective practice into practice, especially at the deeper and more complex levels of reflection. It continues with a consideration of teachers’ qualifications for in-depth reflection as well as the obstacles and challenges facing teachers and teacher educators. The obstacles occur at the level of individual teachers’ personal traits and at the level of the context in which reflection is done. Employing an analysis of the obstacles, the authors develop some guidelines on how to support teachers in their attempts at making critical reflection part of their teaching practice. It is crucial for this encouragement not to overlook the principal purpose of teachers’ critical reflection; to contribute to new insights, knowledge reframing, and the introduction of such changes in teaching that will support students’ learning and the development of the community for the better learning, work, and life of all its individuals. (DIPF/Orig.