Mutual Learning Community: Teachers’ Opinions on Their Learning Possibilities in Schools Implementing International Programmes

• Authors: Marcin Rojek , Joanna Leek , Małgorzata Kosiorek , Gabriela Dobińska

Title variants

PL

Społeczność wzajemnego uczenia się. Opinie nauczycieli na temat możliwości ich uczenia się w szkołach realizujących międzynarodowe programy kształcenia

Abstracts

PL

Celem artykułu jest przedstawienie opinii nauczycieli na temat ich możliwości uczenia się w szkołach realizujących w Polsce następujące międzynarodowe programy kształcenia: International Baccalaureate (IB), Advanced Placement (AP) oraz International General Certificate of Secondary Education (IGCSE). Badanie zostało przeprowadzone metodą sondażu diagnostycznego na grupie 103 nauczycieli. Podstawą teoretyczną był model uczenia się we wspólnocie praktyków Wengera (1998), który zakłada, że uczenie się dorosłych (w tym przypadku nauczycieli) może być analizowane w czterech obszarach: (1) przynależność, (2) działanie, (3) stawanie się i (4) doświadczanie. Przyjęto więc społeczno-kulturowe usytuowanie nauczycieli oraz ich wspólne, ale swoiste praktyki edukacyjne uwarunkowane specyfiką szkół międzynarodowych. Wyniki wskazują, że nauczyciele nie czują się w pełni przygotowani do pracy po ukończeniu studiów, częściej korzystają z wiedzy i umiejętności zdobytych w miejscu pracy niż na studiach, a programy międzynarodowe stwarzają im raczej dogodne warunki do uczenia się i rozwoju zawodowego. Nauczyciele tworzą społeczność uczącą się na trzech poziomach: szkolnym, krajowym i międzynarodowym. Jest to więc rodzaj wspólnoty wspólnot, którą Wenger nazywa „konstelacją”.

EN

The purpose of the study is to identify teachers’ opinions on their learning opportunities in schools implementing the following international programmes in Poland: International Baccalaureate (IB), Advanced Placement (AP), and International General Certificate of Secondary Education (IGCSE). The study was conducted using the diagnostic survey method on a group of 103 teachers. The theoretical basis was Wenger’s (1998) model of learning in communities of practice, which assumes that adult learning (in this case, teachers) can be analyzed in four areas: (1) Belonging, (2) Doing, (3) Becoming, and (4) Experiencing. Therefore, the socio-cultural situation of teachers and their common but specific educational practices conditioned by the specificity of international schools were adopted. The results show that teachers do not feel fully prepared to work after graduation, they use the knowledge and skills acquired in the workplace more often than that acquired during studies, and international programmes create favourable conditions for their learning and professional development. Teachers form a learning community at three levels: school, national, and international. Thus, they form a type of community of communities that Wenger calls a ‘constellation’.

Keywords

EN

workplace learning; teacher education; international educational programmes; international schools

PL

uczenie się w miejscu pracy; edukacja nauczycieli; międzynarodowe programy kształcenia; szkoły międzynarodowe

• Publisher: Wydawnictwo Uniwersytetu Marii Curie-Skłodowskiej
• Journal: Annales Universitatis Mariae Curie-Skłodowska, sectio J – Paedagogia-Psychologia
• Year: 2023
• Volume: 36
• Issue: 1
• Pages: 27-43

Dates

published

2023

Contributors

author

Marcin Rojek

• Uniwersytet Łódzki. Wydział Nauk o Wychowaniu

author

Joanna Leek

• Uniwersytet Łódzki. Wydział Nauk o Wychowaniu

author

Małgorzata Kosiorek

• Uniwersytet Łódzki. Wydział Nauk o Wychowaniu

author

Gabriela Dobińska

• Uniwersytet Łódzki. Wydział Nauk o Wychowaniu

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Identifiers

DOI

10.17951/j.2023.36.1.27-43

Biblioteka Nauki

33960687