Operational experience of support groups at educatioal institutions in Latvia
2014
Kaposta, I., Riga Teacher Training and Educational Management Academy (Latvia)
Adult learning may be implemented as formal, informal and nonformal learning. All of the said types merely complement each other. Thus a diversity of content, form and methodology in learning is provided along with versatile learning achievements on the part of the participants. In order to implement substantial changes within the pedagogical process, one is required to implement forms of further education that expands the social interaction experience of teachers. Such opportunity is provided by informal learning. It is based on the work within peer support groups. The operation modes of peer support groups and the types of formation may be different. One employee may simultaneously take part in a number of support groups. The task of the group is to assist the individual in solving an urgent issue of such individual, so he/she could obtain new ideas and test them in practice. Peer support groups are generally guides by the two following principles: 1) learning takes places together with others and with the help of others; 2) learning is based on a problem that is common and urgent to all participants. The analysis on the experience of schools in Latvia shows that working groups are being formed, however, peer support groups as a specific type of group and the opportunities thereof, in the further education of teachers is a little known and seldom used concept.
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