izr. prof. dr. Eva Konečnik Kotnik

Izobraževanje (bodočih) učiteljev kot osnova inovativnosti in ustvarjalnosti v vzgoji in izobraževanju, Kope 2020

izr. prof. dr. Eva Konečnik Kotnik, Filozofska fakulteta Univerze v Mariboru, eva.konecnik@um.si

 

Izraz inovativnost pomeni (bistveno) izboljšanje, izpopolnitev, uvedbo nečesa novega (Slovar slovenskega knjižnega jezika). Zadetki na spletu nas ob besedi inovativnost najprej in najbolj množično usmerijo na področje gospodarske podjetnosti. Beseda se povezuje s tehnološko inovativnostjo, inovativnostjo pri trženju, z nagradami in priznanji za inovativnost. Zdi se, da je inovativnost rezervirana za nadpovprečne posameznike, za druge pa lahko pomeni zahteva po inovativnosti pritisk in s tem celo pričakovani neuspeh. Ustvarjalnost je pojem, ki je blizu inovativnosti, vendar je v družbi interpretiran širše. Pomeni sposobnost, da s svojo dejavnostjo dosežemo, da nekaj nastane, pa najsi gre za nastajanje na poljih miselnega, tehničnega, umetniškega delovanja. Ustvarjalnost je na videz bolj lastna povprečnemu človeku, saj je lahko ustvarjalen na različnih področjih vsakodnevnega življenja.

Kakršno koli konotacijo že pripisujemo ključnima pojmoma, v preseku razumevanja obeh gre za kreativno razvojno dinamičnost. In dejstvo je, da je ta lastna prav vsakemu človeku, saj imamo v svojem bistvu vsi željo po rasti in razvoju, kar pa je preseganje lastnega obstoječega. Kot pravi psiholog dr. Janez Mayer: »Človekovo bivanje zaznamuje večna želja in gonja po tem, da preseže samega sebe, ustvarjalnost in inovativnost dejansko osmišljata njegovo življenje, kar bi lahko parafrazirali tudi z besedami: »Ustvarjam – torej sem!«.«

Jasno je, da sta inovativnost ter ustvarjalnost pomembni za osebni, gospodarski in družbeni razvoj, pri čemer pa je potrebno imeti pred očmi trajnostnost oziroma takšno kombinacijo ekonomskih, socialnih in okoljskih kazalcev naših dejavnosti, ki omogočajo kakovostno življenje nas in zanamcev na različnih področjih. Zaradi prvega in drugega sta inovativnost in ustvarjalnost temeljni element procesa vzgoje in izobraževanja. Še posebej, ker imamo v praksi tudi prepričanja, kot jih ima Ken Robertson, ambasador ustvarjalnosti in inovativnosti, ki je ugotavljal, da je »šola s svojimi togimi pristopi premalo pripravljena prepoznavati ustvarjalne potenciale in posebnosti pogosto obravnava kot moteče«.

Ključ posameznikove inovativnosti in ustvarjalnosti je v njegovi neponovljivi edinstvenosti. Naloga šole je, da posamezniku ponudi prostor za raziskovanje samega sebe ter da podpira in spodbuja edinstvenost. Inovativnost in ustvarjalnost se nato zgodita sami po sebi kot spontani del procesa osebnega razvoja. Za ustvarjanje takšnega prostora pri učečih se pa je ključno izobraževanje učiteljev. In koliko je inovativnosti in ustvarjalnosti v klimi izobraževanja (bodočih) učiteljev? Nenazadnje velja, da kar se Janezek nauči, to Janez zna. V prispevku bomo tako razmišljali tudi o obstoječih pristopih k izobraževanju (bodočih) učiteljev s poudarkom na čuječni (samo)reflektivni drži, o njihovih pojmovanjih učenja, razvijanja znanja, lastnega profesionalnega razvijanja pa tudi motivacije kot veselja do dela vseh sodelujočih v procesu vzgoje in izobraževanja.

 

Education of (future) teachers as a basis for innovation and creativity in education
Assoc. Prof. Dr. Eva Konečnik Kotnik, Faculty of Arts of the University of Maribor, eva.konecnik@um.si

 

According to the Dictionary of Standard Slovenian Language, the term innovation denotes (substantial) improvement, refinement, the introduction of something new. The first results (and indeed most results) of an online search for the term innovation are related to the field of economic entrepreneurship. The term is brought into connection with technological innovation, marketing innovation, as well as prizes and awards for innovation. It seems that innovation is reserved for extraordinary individuals, whereas for others the demand for innovation may represent pressure, and is thus even expected to result in failure. Creativity is a concept closely related to innovation, but is interpreted more broadly in society. It denotes the ability to create something with our activities, be it in the field of mental, technical or artistic activity. Creativity is seemingly more intrinsic to the average person, since he or she can be creative in different areas of everyday life.
Whatever connotation we attribute to these key concepts, in the cross-section of understanding both of them is creative developmental dynamism, which is in fact inherent to every human being. That is to say that we all essentially have a desire to grow and develop, which means reaching beyond our present existence. As the psychologist Dr. J. Mayer puts it: “Human existence is marked by the eternal desire and pursuit of surpassing oneself, creativity and innovation in fact give life meaning, which could also be paraphrased by saying: “I create, therefore I am.”
It is clear that innovation and creativity are important for personal, economic and social development, but it is necessary to keep sustainability in mind, i.e. such a combination of economic, social and environmental indicators of our activities that will sustain both our quality of life and that of our descendants— across different fields. Because of both the former and the latter, innovation and creativity are fundamental elements of the education process. Especially since in practice there are convictions such as that of K. Robertson, an ambassador of creativity and innovation, who noted that “school, with its rigid approaches, is not sufficiently prepared to recognize creative potentials, and frequently treats particularities as some kind of disturbance.”
The key to an individual’s innovation and creativity lies in his or her unrepeatable uniqueness. The mission of school is therefore to provide individuals with a space to explore their own self, as well as to support and stimulate uniqueness. Innovation and creativity then come about by themselves as a spontaneous part of the process of personal development. Teacher education is, however, crucial for creating such a space for learners. And how much innovation and creativity is there in the environment of educating (future) teachers? After all, one can only know what to do if one has learned it. In this paper, we will therefore reflect upon the existing approaches to educating (future) teachers with an emphasis on attentive (self)reflective attitudes, upon their notions of learning, developing knowledge, their own professional development, as well as upon their motivation to make working in the education process a joyful experience for everyone involved.

 

Dr. Eva Konečnik Kotnik

je izredna profesorica na Filozofski fakulteti Univerze v Mariboru, del pedagoške obveze izvaja tudi na Pedagoški fakulteti Univerze v Mariboru. Je sodelavka Oddelka za geografijo ter Oddelka za razredni pouk. Izvaja predavanja, seminarske in terenske vaje ter spremlja in vrednoti praktično pedagoško usposabljanje študentov. Sodeluje pri programih stalnega strokovnega spopolnjevanja učiteljev na domačih in mednarodnih konferencah. Sodelovala je oz. sodeluje v domačih in mednarodnih raziskovalnih projektih. Je članica programske skupine Slovenska identiteta in kulturna zavest v jezikovno in etnično stičnih prostorih v preteklosti in sedanjostiJe namestnica predstojnika Oddelka za geografijo Filozofske fakultete UM, članica izvršnega odbora Zveze geografov Slovenije ter izvršnega odbora Društva učiteljev geografije Slovenije. Je članica Predmetne razvojne skupine pri ZRSŠ za geografijo, članica državne komisije za geografska šolska tekmovanja ter članica ocenjevalne komisije Mladi za napredek Maribora. Je članica Koroške akademije znanosti in umetnosti. Je soavtorica novih geografskih študijskih programov na Filozofski fakulteti UM. Je recenzentka domačih in tujih strokovnih in znanstvenih revij in monografije, članica uredniškega odbora domačih in tuje znanstvene revije, sourednica monografskih publikacij v zbirki Prostori na Filozofski fakulteti Univerze v Mariboru in tudi članica organizacijskih odborov nacionalnih geografskih zborovanj doma in v tujini. V okviru mednarodnih izmenjav je predavala na Prirodoslovni fakulteti Univerze v Olomoucu ter Prirodoslovno-matematični fakulteti v Novem Sadu. Raziskovalno se ukvarja s področjem izobraževanja s poudarkom na predmetni didaktiki. Njene raziskovalne tematike na področju izobraževanja so povezane z razvijanjem profesionalnosti učiteljev, z oblikami spodbujanja učenja, z vidiki multikulturnosti v izobraževanju ter z vsebinami in cilji geografskega kurikuluma.

Dr. Eva Konečnik Kotnik is an Associate Professor at the Faculty of Arts of the University of Maribor, and also carries out part of her teaching responsibilities at the Faculty of Education of the University of Maribor. She collaborates both with the Department of Geography and the Department of Elementary Education. Her teaching responsibilities include lectures, seminars and fieldwork. Furthermore, she monitors and evaluates students’ practical pedagogical training. She participates in programs of continuing professional development for teachers and attends national and international conferences. She has participated and currently participates in national and international research projects. She is a member of the program group ‘Slovene Identity and Cultural Awareness in Linguistic and Ethnic Contact Areas in Past and Present’. She is the Deputy Head of the Department of Geography at the Faculty of Arts of the University of Maribor, a member of the executive board of the Association of Slovenian Geographers and a member of the executive board of the Association of Geography Teachers in Slovenia. She is a member of the subject development group for Geography at the National Education Institute Slovenia, a member of the national committee for school competitions in Geography and a member of the evaluation committee Youth for the Progress of Maribor. She is a member of the Carinthian Academy of Sciences and Arts. She co-authored the new Geography study programs at the Faculty of Arts of the University of Maribor. She is a peer-reviewer of national and foreign professional and academic journals and of a monograph, a member of the editorial board of national and a foreign academic journal, a co-editor of monographs in the series ‘Prostori’ at the Faculty of Arts of the University of Maribor. She is a member of organizational committees of Geography conventions both at home and abroad. In the framework of international exchanges, she has lectured at the Faculty of Science of the University of Olomouc and at the Faculty of Science of the University of Novi Sad. Her research interest lies in the field of education with a focus on subject didactics. Her research topics in the field of education are related to the development of teachers’ professionalism, forms of stimulating learning, aspects of multiculturalism in education, and the content and objectives of the Geography curriculum.

 

 

Izbor nekaterih relevantnih referenc:

KONEČNIK KOTNIK, Eva, JAVORNIK KREČIČ, Marija. Teaching for multicultural sensitivity : who does it best? The new educational review, ISSN 1732-6729, 2011, vol. 25, no. 3, str. 105-115. [COBISS.SI-ID 18773000]

KONEČNIK KOTNIK, Eva, JAVORNIK KREČIČ, Marija. Učitelji geografije v poklicnih biografijah o vplivih na svoj profesionalni razvoj = Assessing the professional development of geography teachers by use of autobiographies. Revija za elementarno izobraževanje, ISSN 1855-4431. [Tiskana izd.], sep. 2011, letn. 4, št. 3, str. 5-18, ilustr. [COBISS.SI-ID 18647304]

KONEČNIK KOTNIK, Eva, JAVORNIK KREČIČ, Marija. Kako učitelji geografije pojmujejo dobrega učitelja. Geografija v šoli, ISSN 1318-4717, 2010, letn. 19, št. 3, str. 62-70. [COBISS.SI-ID 18153480]

JAVORNIK KREČIČ, Marija, KONEČNIK KOTNIK, Eva. Teacher educator’s professional development. Revija za geografijo, ISSN 1854-665X. [Tiskana izd.], 2014, 9, [št.] 2, str. 83-90, tabela. [COBISS.SI-ID 21206536]

KONEČNIK KOTNIK, Eva, ILC KLUN, Mojca, RESNIK PLANINC, Tatjana, KOLNIK, Karmen. Kakšen učni načrt si želijo slovenski osnovnošolski učitelji geografije? = What kind of syllabus do Slovenian geography teachers in primary school want?. Dela, ISSN 0354-0596. [Tiskana izd.], 2018, [Št.] 50, str. 45-80, graf. prikazi. https://revije.ff.uni-lj.si/Dela/article/view/8419/8525, doi: 10.4312/dela.50.45-80. [COBISS.SI-ID 69185378]

VIŠNIĆ, Tamara, IVANOVIĆ BIBIĆ, Ljubica, ĐUKIČIN VUČKOVIĆ, Smiljana, IVKOV-DŽIGURSKI, Anđelija, KONEČNIK KOTNIK, Eva. The evaluation of the role of teaching aids in stimulating pupils’ activation in geography. Zbornik radova Geografskog instituta “Jovan Cvijić” SANU, ISSN 1821-2808, 2017, vol. 67, no. 2, str. 179-194, tabele. https://dk.um.si/IzpisGradiva.php?id=68636, doi: 10.2298/IJGI1702179V. [COBISS.SI-ID 23365128]

KOLNIK, Karmen, KONEČNIK KOTNIK, Eva. Vrednotenje lastne pedagoške kompetentnosti bodočih učiteljev geografije na Oddelku za geografijo Filozofske fakultete Univerze v Mariboru = Self-evaluation of teaching competences of future geography teachers at the Department for Geography of the Faculty of Arts, University of Maribor. V: LIPOVEC, Alenka (ur.). Vloga predmetnih didaktik za kompetence prihodnosti : zbornik povzetkov. 1. izd. Maribor: Univerzitetna založba Univerze. 2019, str. 153-154. [COBISS.SI-ID 24813832]

KOLNIK, Karmen, KONEČNIK KOTNIK, Eva, IVANUŠ-GRMEK, Milena, JAVORNIK KREČIČ, Marija. Spremljava in evalvacija dela študentov pri praktičnem pedagoškem usposabljanju : priročnik. Maribor: Univerza, 2007. 54 f. http://distance.pfmb.uni-mb.si/. [COBISS.SI-ID 15150600]

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