@conference{
author = "Vračar, Selena and Grbić, Sanja",
year = "2023",
abstract = "Kako bismo pristupili sistemskom sagledavanju kompleksne umreženosti aktera jedne
školske zajednice usmerenih na postizanje obrazovnih ciljeva, oslanjamo se na koncept
škole kao zajednice učenja (ZU). Integrativni model škole kao zajednice učenja (OECD, 2016) specifikuje 7 dimenzija koje konstituišu ZU: 1) postojanje ciljeva, misije i vizije škole,
a koji su usmereni na učenje učenika; 2) postojanje jake podrške profesionalnom razvoju
zaposlenih; 3) izražena kultura kolaboracije kojom se uvezuje delovanje različitih aktera;
4) postojanje klime koja podržava eksploraciju strategija rada i razmatranje inovativih
pristupa; 5) donošenje odluka koje počivaju na rezultatima stanja i/ili napretka; 6)
povezanost ustanove sa njenim spoljašnjim okruženjem; 7) praktikovanje liderstva
direktora škole koje je usmereno na učenje. OECD model predstavlja značajan napredak
u sistematizaciji dimenzija ZU. Međutim, izostaje konceptualizacija njihove
međupovezanosti, koja bi omogućila razumevanje dinamike, tj. funkcionisanja škola kao
ZU i mapiranja dinamičkih aspekata sistema koji oblikuju dalju transformaciju škole u ZU.
Kako bismo prevazišli identifikovani nedostatak, predlažemo proučavanje ZU,
koncipirane preko OECD modela, kroz okvir kulturno-istorijske Teorije delatnosti (KITD)
treće generacije (Sannino & Engestrom, 2018). Cilj ovog rada je predstavljanje
konceptualne kompatibilnosti ovih pristupa, te komparativne prednosti proučavanja ZU
kroz okvir KITD. Na osnovu konceptualne analize, identifikovana je epistemološka
kompatibilnost dva pristupa, koju prepoznajemo u tome što su oba: a) sistemski
pristupi; b) stanovišta da su psihološki procesi i praksa posredovani simboličkim i
materijalnim socio-kulturnim resursima; c) uverenja da je ZU sistem koji je fleksibilan, tj.
prilagođava se spoljašnjim promenama; d) usmereni na unapređenje prakse.
Komparativne prednosti proučavanja ZU kroz okvir KITD mapirane su u: a) naglašavanju
značaja dijahrone dimenzije, tj. u praćenju istorijskih transformacija sistema, koje
omogućava posmatranje toga kako se objekat sistema (školska misija i vizija)
reprodukuje, uz reprodukciju praksi koje ga podržavaju; b) jačem naglasku na
istraživanju toga kako materijalni resursi oblikuju školsku praksu; c) usmerenju na
inherentne kontradikcije sistema, koje omogućavaju mapiranje mesta njegove
ranjivosti, ali i mogućeg rasta; d) većoj kulturnoj osetljivosti - tezi da ono što predstavlja
dobru praksu u različitim ZU zavisi od specifičnog sociokulturnog konteksta. Zahvaljujući
jasnijoj konceptualizaciji elemenata sistema (objekat, subjekti, alati, zajednica, pravila,
podela rada) i njihovih međusobnih interakcija, a time i osetljivosti za različite aspekte
koji posreduju razvoj ZU, KITD predstavlja dobro polazište za buduće empirijske studije
usmerene na razvoj škola kao ZU. Posebnu vrednost ovakvog pristupa vidimo u
mogućnosti identifikovanja načina na koje se dobre prakse reprodukuju i dalje
transformišu u školi kao ZU., In order to systematically study the complex network of school actors who work together in achieving educational goals, we rely on the concept of school as a learning community (LC). The Integrative model of the school as a learning organization (OECD, 2016) specifies 7 dimensions that constitute the LC: 1) establishment of school mission and vision aimed at student learning; 2) devotion to the professional development of the staff; 3) culture of collaboration that binds the actions of different actors; 4) culture that supports the exploration and innovative approaches; 5) data-based decision making; 6) collaboration of the school and the external environment; 7) school principal leadership focused on learning. OECD model represents a significant improvement in the systematization of the dimensions of LC. However, it lacks conceptualization of their interconnectedness, which would advance our understanding of the dynamic aspects of the schools as LSs and, hence, dynamic factors that affect further transformation of the schools into LC. In order to overcome this shortcoming, we suggest studying the LCs, defined in the OECD model, through the lens of cultural-historical Activity theory (CHAT) of the third generation (Sannino & Engestrom, 2018). The aim of this paper is to present a conceptual overview of the compatibility of these frameworks, and comparative advantages of studying the LC through the lens of CHAT. Conceptual analysis revealed the epistemological compatibility of the two approaches, in sense that both: a) are systemic approaches; b) view psychological processes and practice as mediated by symbolic and material socio-cultural resources; c) define LC as a flexible system, i.e. adaptable to external changes; d) aim at improving practice. The comparative advantages of studying LC through the lens of CHAT are recognized in: a) emphasizing the importance of the diachronic dimension - mapping the historical transformations of the system, which shows how the object (school mission and vision) is reproduced, along with the reproduction of the practices that underpin it; b) stronger emphasis on studying how material resources shape professional practices; c) focusing on the inherent contradictions of the system, which aid in mapping places of its vulnerability, but also of possible growth; d) greater cultural sensitivity - what counts as a good practice in a particular school depends on its specific sociocultural context. As a result of a clearer conceptualization of the elements of the system (object, subjects, tools, community, rules, division of labor) and their mutual interactions, and, thus, sensitivity to the various aspects that mediate the development of the LC, CHAT represents a good starting point for future empirical studies of schools as LCs. The distinctive value of this approach, as we see it, is the possibility of identifying the ways in which good school practices are reproduced and further transformed within a school as LC.",
publisher = "Novi Sad: Department of Psychology, Faculty of Philosophy, University of Novi Sad",
journal = "Knjiga sažetaka, Savremeni trendovi u psihologiji, Filozofski fakultet Novi sad, 26-28. oktobar",
title = "Delamo zajedno, učimo zajedno: Primena Teorije delatnosti na proučavanje škole kao zajednice učenja, We act together, we learn together: Activity theory as a framework for exploring school as learning community",
url = "https://hdl.handle.net/21.15107/rcub_reff_5347"
}
