MENTALNI MODELI KAO KLJUČNI RESURSI ZA SUŠTINSKE PROMENE U OBRAZOVNIM INSTITUCIJAMA: TEORIJSKA RAZMATRANJA
Pregledni naučni rad
Ključne reči:
mentalni modeli nastavnika, participativno lidertvo u obrazovanju, kognitivna nesinhronizovanost, refleksivna praksa, transformacija obrazovanja
Apstrakt
U savremenim obrazovnim institucijama, mentalni modeli nastavnika predstavljaju ključne kognitivne filtere kroz koje se interpretiraju liderstvo, obrazovne reforme i kolektivne inicijative. Ovaj teorijski rad analizira kako ovi modeli utiču na percepciju rukovodilaca, tumačenje institucionalnih poruka i učestvovanje u kolektivnom odlučivanju. Poseban akcenat stavljen je na fenomene kognitivne nesinhronizovanosti između nastavnika i lidera, koji se javljaju kao posledica različitih mentalnih modela i profesionalnih očekivanja. Kroz uvid u relevantnu literaturu istražuju se uslovi pod kojima se ovi modeli transformišu – sa fokusom na refleksivnu praksu, organizacionu klimu i participativno liderstvo. Rezultati teorijske sinteze ukazuju da mentalni modeli mogu predstavljati i resurs i prepreku razvoju obrazovne ustanove, u zavisnosti od toga da li su usklađeni sa institucionalnom vizijom i kulturom dijaloga. Na osnovu analize, formulisane su preporuke za obrazovnu praksu koje podrazumevaju razvoj refleksije kod nastavnika, dijaloško liderstvo i stratešku podršku u transformaciji mentalnih modela kroz institucionalne i obrazovne politike.
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