Horizontal Learning: Challenges for Changes in the Professional Development of School Teachers and Preschool Teachers

Abstract

The authors of this paper start from the position that horizontal learning implies a reflective dialogue among participants in the learning process within the professional development of teachers and preschool teachers, critical examination, observation, and understanding of theory and practice from different perspectives, building common knowledge, skills, and values based on which the necessary changes in practice can be planned and implemented. The findings of several types of research indicate that horizontal learning, despite the recognized benefit by the participants of the process, is still poorly represented in practice. The research aims to examine the factors that, according to school teachers and educators, negatively affect their motivation to participate in horizontal learning and at the analysis of their proposals on how to overcome the existing problems and difficulties in the current practice of horizontal learning in the Republic of Serbia. The combined method was applied in the research. The research sample included preschool teachers, subject and classroom teachers employed in institutions from several cities in the Republic of Serbia. For the quantitative part of the research, a questionnaire was constructed (N=330), while the qualitative part of the research was carried out through a semi-structured interview (N=30). Based on the obtained research findings, we can conclude that an unfavorable social environment for learning is the dominant factor that determines the motivation of teachers and educators to participate in horizontal learning activities. In this regard, the research findings indicate that with a higher level of support for horizontal learning in the institutions where the respondents are employed, their motivation to participate in horizontal learning activities also increases. Teachers and preschool teachers recognize the director of the institution as a leader of changes and development of the institution, but also as a manager who provides conditions for the realization of horizontal learning. Research findings and concluding considerations contribute to mapping current practice and a more complete understanding of the process of horizontal learning, providing a basis for creating future policies for the professional development of employees in education.