20.500.12556/RUP-22391 Izobraževanje učiteljic in vseživljenjsko učenje kaj se lahko Slovenija in Švedska naučita druga od druge? Teacher Education and Lifelong Learning What Can Slovenia and Sweden Learn from Each Other? Kaj danes sploh razumemo kot vseživljenjsko učenje in kakšna ideološka ozadja ga oblikujejo? Koncept, ki prvotno spodbuja osebni in strokovni razvoj posameznice, se vse bolj prepleta s kapitalistično logiko nenehnega prilagajanja posameznice trgu ter hkrati novim znanjem. V tem kontekstu se postavlja vprašanje, ali vseživljenjsko učenje ostaja izobraževalni ideal in kako se je le-ta v zadnjih letih preoblikoval. Izobraževanje bodočih učiteljic v Sloveniji in na Švedskem odraža te razlike v pristopu k vseživljenjskemu učenju. V Sloveniji se ta koncept kaže predvsem v obveznem strokovnem izpopolnjevanju po zaključku študija, vendar je dostop do nadaljnjih usposabljanj omejen zaradi finančnih in organizacijskih dejavnikov. Programi pedagoških študijev so manj fleksibilni, pri čemer pa profesionalni razvoj učiteljic pogosto poteka pod vplivom zunanjih regulativ in ne zaradi lastnih želja. Na Švedskem izobraževalni sistem gradi na avtonomiji učiteljic ter jim omogoča širok dostop do brezplačnih izobraževalnih programov ob močni institucionalni podpori. Ta pristop ne krepi le vloge učiteljice kot vseživljenjske učenke, temveč tudi njeno vlogo kot aktivno oblikovalko učnih strategij, ki bo koncept vseživljenjskega učenja prenašala na prihodnje generacije. Primerjava obeh sistemov razkriva razlike v dostopnosti, organizaciji in tudi v finančnem ozadju izobraževanja učiteljic ter odpira vprašanje, kako naj bo vseživljenjsko učenje v prihodnosti uravnoteženo med osebnim razvojem in institucionalnimi pričakovanji. What do we understand today by the term lifelong learning, and what ideological frameworks shape it? A concept originally rooted in the promotion of personal and professional development is increasingly intertwined with the neoliberal logics of constant adaptation to the labour market and rapidly evolving knowledge. In this context, it is important to ask whether lifelong learning still represents an educational ideal and how it has been reconfigured in recent decades. Teacher education in Slovenia and Sweden reflects different approaches to lifelong learning. In Slovenia, the concept is primarily manifested through mandatory professional development after graduation. However, access to further training is often limited by financial, temporal, and organizational constraints. Teacher education programmes tend to be less flexible, and professional growth is frequently driven by external regulations rather than intrinsic motivation. In contrast, the Swedish education system is built on teacher autonomy and provides broad access to free, diverse professional development opportunities, supported by strong institutional structures. This approach not only reinforces the role of teachers as lifelong learners but also as active agents in shaping educational strategies, thus passing on the principles of lifelong learning to future generations. The comparison between the Slovenian and Swedish systems highlights important differences in accessibility, structure, and funding of teacher professional development. At the same time, it raises the critical question of how to balance personal development with institutional expectations in shaping the future of lifelong learning. vseživljenjsko učenje učiteljica vzgojno-izobraževalni sistem Slovenija Švedska lifelong learning teacher educational system Slovenia Sweden true false false Založba Univerze na Primorskem Slovenski jezik Angleški jezik Delo ni kategorizirano 2026-01-07 11:16:42 2026-01-07 11:16:43 2026-01-09 03:06:04 0000-00-00 00:00:00 2025 0 0 0000-00-00 Zaloznikova Objavljeno NiDoloceno 0000-00-00 0000-00-00 0000-00-00 9789612935405 https://doi.org/10.26493/978-961-293-540-5.2 ZUP_Kene_Julija_2025.pdf ZUP_Kene_Julija_2025.pdf 1 18EDD405CE660025BF43FD6E0173D912 9d94067d8559d8e51594bf347328b008ce64d01d123d2ed6d7197eb1734fdae7 cd96f909-ebb2-11f0-8f0b-005056ac49c0 https://repozitorij.upr.si/Dokument.php?lang=slv&id=32533 Založba Univerze na Primorskem 0 0 0