Izgubljeno zaupanje? Izkušnje učiteljev in učencev med šolanjem, ki ga je prekinila pandemija covida-19
Povzetek
Namen prispevka je pomagati razumeti, kako se je odnosno zaupanje med učenci in učitelji, vgrajeno v proces poučevanja in učenja, razvijalo med izrednim izobraževanjem na daljavo in prilagodljivim hibridnim izobraževanjem v Srbiji leta 2020. Opredeljuje tudi situacije v odnosih med učenci in učitelji, ki imajo potencial za obnovo in krepitev zaupanja. Da bi odnos med učencem in učiteljem temeljil na zaupanju ter tako pripomogel k učenju in dobremu počutju učencev, je treba doseči soglasje o pričakovanjih glede vlog. Ker je kriza covida-19 prekinila šolanje in izobraževanje, so se udeleženci spoprijeli z negotovostjo in dvoumnostjo pri uveljavljanju vlog, porušeni pa so bili tudi temelji odnosnega zaupanja. Da bi razumeli kontekst, v katerem je bilo zaupanje postavljeno pod vprašaj, načine, na katere je bilo porušeno, in priložnosti za njegovo ponovno vzpostavitev, smo se pri zbiranju podatkov oprli na večvrstni pristop dinamičnega pripovedovanja zgodb, pri obdelavi podatkov pa na analizo vrednot. Skupaj 136 učencev in 117 učiteljev iz 22 šol je napisalo 581 pripovedi treh vrst: zgodbe, pisma in prošnje. Analiza je dala 22 kod, ki so omogočile nadaljnje razumevanje, kako so spremembe strukturnih in institucionalnih pogojev vplivale na medsebojna pričakovanja učencev in učiteljev ter kako se je neskladnost teh pričakovanj odrazila v občutkih nemoči pri učencih in učiteljih, neudeležbi pri učenju pri učencih ter v veliki delovni obremenitvi in slabi učinkovitosti pri učiteljih. Poleg tega pripovedi opisujejo pozitivne rezultate, ko so bila ta pričakovanja izpolnjena, in priložnosti za krepitev zaupanja, če se na stališča učencev in učiteljev opozori ter se o njih pogaja na lokalni ravni. Na koncu so podana priporočila za ponovno vzpostavitev zaupanj.
Prenosi
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