Јелена Д. Ђерманов, Универзитет у Новом Саду, Филозофски факултет, Нови Сад, Србија, имејл: oisidora@gmail.com
Исидора Б. Кораћ, Висока школа струковних студија за васпитаче и пословне информатичаре – Сирмијум, Сремска Митровица, Србија
Иновације у настави, XXXVI, 2023/1, стр. 86–101

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DOI: 10.5937/inovacije2301086D

Резиме: Хоризонтално учење наставника се у овом раду разматра са аспекта креирања подстицајног амбијента за његову реализацију. Анализирају се питања улоге и компетенција директора школе у том процесу, као и питања да ли се и како кроз заједничко сарадничко учење наставника школа може развијати у заједницу учења. У централном делу рада се указује на значај системског приступа у разумевању међузависности индивидуалних и организационих процеса учења унутар школе и на кључни утицај директора у моделовању тих процеса у трансформацији школе у заједницу учења. Закључује се да сложеност организацијских процеса усмерених на унапређење квалитета, које је у школском контексту далеко лакше осујетити него их покренути и управљати њима, имплицира одговарајуће компетенције директора као лидера и/или менаџера.

Кључне речи: директор школе, квалитет, професионални развој наставника, промена, хоризонтално учење

Summary: In this paper, teachers’ horizontal learning is discussed from the perspective of creating a stimulating environment for its implementation. The questions of the role and competence of the
school principal in that process have been analyzed, as well as the questions of whether and how the school can develop into a learning community by means of teachers’ joint collaborative learning. In
the main part of the paper, we point out the importance of the systemic approach in understanding the interdependence of individual and organizational learning processes within the school, as well as
the key influence of the principal in modeling these processes in the transformation of the school into a learning community. The conclusion is that the complexity of organizational processes aimed at
improving quality, which in the school context are much easier to prevent than to start and manage them, implies the appropriate competencies of the principal as a leader and/or manager.

Кeywords: School principal, quality, teachers’ professional development / professional development of teachers, change, horizontal learning

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