Individuální inovační chování a charakteristika pracoviště : potenciál výzkumu inovací ve vzdělávání

Title: Individuální inovační chování a charakteristika pracoviště : potenciál výzkumu inovací ve vzdělávání
Variant title:
  • Individual innovation behavior and workplace characteristics : the potential of innovation surveys in education
Author: Halász, Gábor
Source document: Studia paedagogica. 2020, vol. 25, iss. 3, pp. [103]-129
Extent
[103]-129
  • ISSN
    1803-7437 (print)
    2336-4521 (online)
Type: Article
Language
License: Not specified license
 

Notice: These citations are automatically created and might not follow citation rules properly.

Abstract(s)
Inovace vytvořené učiteli, učitelskými komunitami a školami v rámci jejich běžné praxe hrají klíčovou roli při zlepšování kvality a efektivity vzdělávání. Vzhledem k tomu, že protokoly, nařízení centrálních orgánů a konvenční výukové materiály nemohou obsáhnout řešení všech problémů, které se během každodenní praxe vyskytnou, je pro vypořádání se s výzvami, před něž jsou učitelé a školy v rámci své činnosti postaveni, nezbytné vytvářet nová, originální řešení. Podobně jako v jiných profesích náročných na znalosti jsou také pro efektivní práci učitelů a fungování učitelských komunit nezbytné kreativita a inovativní přístup. V mnoha zemích jsou školy vybízeny k podpoře inovačního pracovního chování a očekává se od nich, že budou schopny efektivně řídit procesy změny a inovací. S rostoucím významem inovací a inovačních procesů ve vzdělávání vyvstává také otázka, jakým z působem inovace v tomto sektoru měřit a jakým z působem mohou data týkající se inovací využít ti, kdo rozhodují. V tomto příspěvku jsou prezentovány některé výsledky průzkumu inovací ve vzdělávání, který byl realizován v Maďarsku v roce 2018. Je v něm názorně představena možnost navrhnout nástroje pro sběr dat, které umožňují zachytit inovační proces na úrovni školy/katedry. Příspěvek se zaměřuje na jednu konkrétní problematickou oblast, a sice na vztah mezi inovační aktivitou / inovačním chováním a charakteristikami organizace (pracoviště).
Innovations created by teachers, teacher communities, and schools in their daily practices play a key role in improving the quality and effectiveness of education. As protocols, central regulations, and ready-made teaching materials do not provide solutions to all problems emerging in daily practice, it is necessary to invent new and original solutions to respond to the challenges teachers and schools encounter in their everyday work. As in other knowledge-based professions, creativity and innovativeness are necessary skills for teachers and teacher communities so that they can work effectively. In many countries, schools are encouraged to support innovative work behavior and are expected to manage change and innovation processes effectively. The increasing importance of innovations and innovation processes in education raises the question of how to measure innovation in this sector and how decision makers can use innovation data. This article presents some of the outcomes of an education sector innovation survey conducted in Hungary in 2018. It demonstrates the possibility to design data collection instruments that enable capturing school/department-level innovation processes. The article focuses on one specific problem area: the relationship between innovation activity/behavior and organizational (workplace) characteristics.
Note
Původní verze tohoto příspěvku vznikla jako součást výzkumného projektu s názvem Innova financovaného z prostředků maďarského Národního institutu pro výzkum, vývoj a inovace (číslo projektu: 115857).
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