Raziskava je sledila trem temeljnim ciljem: (1) Ugotoviti prevladujoče poglede in prakse izobraževanja na daljavo slovenskih učiteljic in učiteljev na različnih nivojih izobraževanja v času prvega vala epidemije covida-19 ter njihovo zaznavanje sodelovanja v šolskih kolektivih. (2) Ugotoviti doživljanje in izkušnje učencev s poučevanjem in učenjem na daljavo v času epidemije covida-19 in (3) ugotoviti, kako so ravnateljice in ravnatelji slovenskih osnovnih in srednjih šol v času izobraževanja na daljavo izvajali pedagoško vodenje. V kontekstu vsakega cilja je bilo oblikovanih več raziskovalnih vprašanj. V zvezi z učitelji: Kako so učitelji doživljali izobraževanje na daljavo v primerjavi s poukom v razredu, kako so organizirali in izvajali pouk na daljavo s pomočjo digitalne tehnologije, kako so prilagajali učne cilje in vsebine, katere didaktične pristope in strategije so uporabljali pri izobraževanju na daljavo itd. V zvezi z učenci so bila oblikovana naslednja raziskovalna vprašanja: Kako so učenci in dijaki doživljali in zaznavali pouk na daljavo, s kakšnimi miselnimi izzivi so se pri pouku srečevali ter kako je potekalo pridobivanje ocen? V povezavi z ravnatelji: Kako so organizirali spremljali in vrednotili učenje in poučevanje na daljavo, kako so na daljavo izvajali konference ter podpirali sodelovanje in dialog med različnimi deležniki ter kako so presojali lastno vodenje oz. katere pristope k vodenju na daljavo so doživljali kot učinkovite in jih bodo ohranili tudi v prihodnosti?
The study pursued three main objectives: 1. Determining the prevailing views and practices of distance learning among Slovenian teachers at different levels of education during the first wave of the COVID-19 pandemic, and their perception of cooperation in school collectives. 2. Determining the students’ experiences with distance learning during the COVID-19 pandemic. 3. Determining how the principals of Slovenian primary and secondary schools implemented pedagogical leadership during distance learning. In the context of each objective, we formulated several research questions. Regarding teachers, among other things: How did the teachers experience distance learning in comparison to classroom lessons, how did they organize and implement distance learning using digital technology, how did they adapt the learning objectives and lesson contents, which didactic approaches and strategies did they use during distance learning, etc. The following research questions were formed with regard to the students: How did primary and secondary school students experience and perceive distance learning, which psychological challenges did they encounter during lessons, and how were they graded? In regard to the principals, we researched how they organized, monitored and assessed distance learning: How the remote conferences were held, how they supported cooperation and dialogue between various parties, how they assessed their own leadership or which approaches to remote leadership they experienced as effective and will continue to use in the future?
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Verjetnostno: stratificirano: disproporcionalnoProbability.Stratified.Disproportional
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Probability: Stratified: DisproportionalProbability.Stratified.Disproportional
Vprašalnik za samoizpolnjevanjeSelfAdministeredQuestionnaire
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