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ABSTRACT

Background: While the school leader’s role is undoubtedly instrumental in school effectiveness, the specific influence of formal leadership on pupil learning is indirect and can be difficult to determine. Research findings suggest that school leaders can influence school organisation and pupil learning by acting catalytically, thus unlocking their schools’ existing potential. In school-based development, school leaders and their staff undergo a workplace development process, using school resources to contribute to it.

Purpose: This article explores the concept of leadership in school-based development, focusing on leading teacher learning processes in relation to pupil learning. The research problem is formulated in the following question: How is the school leader’s role enacted and experienced when enhancing teachers’ learning in school-based development? The intent of the study was to further the understanding of leadership in school-based development.

Sources of information and method: A qualitative interview study was conducted with teachers and leaders from three lower secondary schools, roughly 2 years after the schools participated in a formal school-based development project which was initiated by the Norwegian education authority. To present the findings based on the collected data, narrative texts were constructed.

Findings: The findings draw attention to the importance of leaders’ participation in the teacher learning processes of school-based development. The study highlights the importance of leaders building trust in their schools: development processes must be collegium-rooted with common goals for the whole school. The interplay of culture, structure and content is found to be necessary for successful school-based development. Furthermore, school leaders need to balance internal and external accountability, moving school practices towards local goals, which are constructed within national overall aims.

Conclusions: The study suggests that leaders require an overview of developmental processes to manage to support and progress development; leadership needs to be distributed. Further research on leaders’ learning in relation to school-based development can generate knowledge that serves as a thinking tool, thereby informing leaders’ actions in support of school-based development.  相似文献   

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李进 《天津教育》2021,(6):32-33
校长,作为学校的领军人物,对学校成员的培养有着举足轻重的作用。校长开展德育,能够加强对教师和学生的思想教育,让教师和学生拥有一个良好的发展空间,能够顺利完成自己的本职工作。校长可以扎根道德素养、职业素养、行为规范、课堂生活、个性发展等方面,对教师和学生进行多角度培养,让教师和学生成为学校的主要推动者。  相似文献   

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ABSTRACT

The paper aims to analyse how pupils’ equal educational opportunities are warranted. We focus on how regulations of adapted education and the right to special needs education provide school leaders’ and teachers’ room for discretionary decision-making, how it is interpreted and how discretionary power is justified. The paper draws on findings from an interdisciplinary study (education and law) on the transformation of legal standards into professional actions in schools. This paper employs interview data from three compulsory schools (grades 1–10), legal documents, and public reports, and the analysis is guided by a conceptual distinction between structural and epistemic aspects of discretion. Based on our findings, we question whether the discretionary space regarding special needs education gives too many opportunities for action and, hence, weakens pupils’ legal rights. Under the guise of a common school, there is a risk that pupils’ special needs are made invisible.  相似文献   

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ABSTRACT

Many studies have focused on professional development within schools, while this article focuses on ICT (information and communications technology) professional development across schools. The aim of this article is to explore how the encouragement of communities and networks might contribute to ICT professional development across schools in close physical proximity. The study is based on a two-year action research project and interviews with the participants of a lead teacher community across five schools. Although the lead teachers and school leaders played a central role, ICT professional development was dependent on a complex interplay of different types of communities and networks, both within, across and outside the schools. This study illustrates how ICT professional development occurred in both expected and unexpected ways and emphasises the need for professional development to take account of the complex needs of teachers, rather than being a ‘one size fits all’.  相似文献   

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ABSTRACT

This article focuses on teacher educators’ role and how it was enacted and experienced by teachers and leaders in a school-based development project. The arena for the teachers’ professional development was the school, and teacher educators at one teacher-education institution and three schools took part in the research. Teacher educators, teachers and school leaders were interviewed two years and two months after they formally took part in the project, for one year in a pilot program and afterward for three semesters. The findings show that the teacher educators enacted their roles differently, and that they realise that they should have collaborated more and coordinated their experiences from collaborations with teachers and leaders to learn from their experiences in school. The leaders and teachers were satisfied with the teacher educators’ lectures, but the teachers wanted more dialogue with teacher educators and felt that teacher educators should have helped them transform their knowledge into teaching actions in practice. Teacher educators taking part as supporters in teachers’ practice truly could infiltrate instruction and learning. The study demonstrates that culture, structure and content need to be coordinated to enhance school-based development.  相似文献   

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Abstract

Most professional development schools emphasize the benefits to preservice teacher preparation but rarely focus on the professional development opportunities for the practicing, experienced teachers at the site (Clark, 1999). Professional development schools are not only changing the way preservice teachers are prepared, but are drastically changing the roles of the experienced teachers who participate in the process. By telling their stories of involvement in a growing and changing professional development school, experienced teachers can reflect on their experiences and learn new and different lessons from them each time.

Recorded stories of participants in professional development schools can be used to help teachers gain renewed insights into their potential as leaders in school reform. Storytelling, as a strategy for connecting theory to practice in real school settings, allows and encourages teachers to be active participants in creating progress. It acts as a catalyst for generating and clarifying personal and common visions.  相似文献   

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ABSTRACT

Educational researchers have invested much in isolating the specific ‘drivers’ that influence school change and teacher professional development. In this vein, this article draws attention to necessarily situated understandings of practice development through research into the nature of ‘middle leading’ for site based education development in one primary school district in regional Australia. Drawing on practice theory, the analysis reveals how developing and sustaining change in schools is contingent on middle leaders’ insider knowledge, shared responsibility and capacity to sustain and ‘drive’ teachers’ learning. The article argues more situated understandings of middle leading practices are essential for sustainable educational reform.  相似文献   

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Background and purpose: Many researchers agree that teachers’ learning processes are social and that teachers need to be brought together to learn from each other. Researchers have also stated that intellectual and pedagogical change requires professional development activities that take place over a period of time in school. The purpose of the study presented in the article was to develop knowledge about the teachers’ learning when taking part in a school-based development project. Main argument: The study shows that it takes some time before the teachers identify with the work in school-based development. Even though the national authorities decided what to focus on during the development work, the participating teachers felt that they had autonomy in the work. The study presented in the article shows that it is important for the teachers’ learning culture that they are listened to and taken into consideration and that the leaders have competence in leading school-based development to support the teachers’ learning. Sources of evidence and method: The article is based on a study connected with school-based development in three lower secondary schools. Qualitative interviews were used as the data-collection strategy to capture the teachers’ and school leaders’ experiences and reflections. Conclusion: The article presents new knowledge connected with teachers’ learning in school-based development. The study presented in the article shows that schools’ learning culture can make a difference for the teachers’ learning and their job satisfaction and wellbeing.  相似文献   

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This paper builds on recent scholarship on the gendered nature of educational work to argue that while conceptualisations of the principalship are underpinned by scholarship and policy assumptions that construct the work of the principal as a male domain, women have responded to opportunities presented by changing historical, political and social contexts, creating professional spaces for themselves as principals in primary and secondary schools within both state and Catholic school systems. It details how in the years prior to 1975, a time when the majority of state primary and secondary schools were led by men, the principalship of New Zealand Catholic schools was a largely female endeavour. The experience of Catholic Sister Principals was framed by the fact that they were women leading schools in a world dominated by men. Implicit in this arrangement were the ecclesiastical authority structures and their subjection to the convent hierarchy. Nevertheless, Sister Principals learned a range of strategies that enabled them to negotiate with Church and religious authorities and to undertake the diverse tasks associated with the leadership of Catholic schools.  相似文献   

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Ted Wadsworth is a professional counsellor, educator and trainer. He has taught and counselled in schools for many years before taking up his present position in 1976, and has had a long‐standing interest in the personal and social development of adolescents, a sympathy for their teachers and headteachers and a concern for the organizational health of secondary schools. He has concerns also for equity in education and a desire to see much greater participation by minority groups in a more empowering form of education. As a counsellor educator he has had many contacts with schools and headteachers and has worked to integrate counselling and pastoral care within schools as organizations.

This paper describes the first stage of an investigation into the professional development needs of secondary school heads. The time period is November 1986 to November 1987. The aims of the research are to ascertain what professional development needs the heads have and what strategies might be used to meet them. The style of the investigation is ethnographic and action research. The researcher convened and ran seminars/workshops for the heads, their deputies and sometimes other school leaders twice a term for the year, acted as a consultant to two heads and conducted a school development exercise (in the school of one of the heads to whom he was a consultant). Also 12 heads were interviewed in depth about their professional development needs. Finally, a questionnaire was developed from the total findings and sent to all 60 heads in the Waikato, Bay of Plenty and Central Plateau areas. A two‐year programme for school leaders was developed and has already commenced.  相似文献   

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ABSTRACT

Bhutanese educators are facing the challenge of implementing inclusive education for students with disability throughout their schooling system. Selected schools have started to implement inclusive policies and practices, and it is timely to investigate the progress of inclusive education in these schools. In this qualitative study, 14 Bhutanese principals responded to questions regarding inclusive practices in their schools. Responses were divided into two broad categories: the current status of inclusion in their school; and, inclusion in the future. Principals described barriers such as a lack of specialised teachers, inadequate resources and facilities, and a lack of holistic inclusion. However, they also noted that students were accepted by their peers, that the schools were working well with what they have, and that there was a positive attitude for the future. Changes that are required to progress inclusive education in Bhutan from the perspective of the principals are discussed. The findings of this research will be of interest to researchers and leaders in schools and ministries of education who are working to promote more inclusive schools in less developed countries.  相似文献   

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Abstract

In a context of increasing demand for quality and equity in education and a sharp focus on accountability, classroom teachers are also expected to support and improve learning outcomes for pupils in response to their individual needs. This paper explores three issues: how teachers understand assessment in relation to their students’ learning, the curriculum and their pedagogical choices; how teachers’ capacity to use assessment to improve students’ learning can be developed through career-long professional learning (CLPL); and how teachers’ learning can be implemented and sustained in schools, both locally and nationally. In considering these issues, recent thinking about learning and assessment and CLPL are considered alongside empirical evidence from the development and implementation of assessment processes and approaches to professional development in Scotland. The paper emphasises the importance of a dynamic framework of CLPL that recognises the individuality of teachers’ learning needs and the consequent need for tailored professional learning opportunities with different combinations of support and challenge at school, local and national levels.  相似文献   

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Abstract

Research suggests that innovative and engaging professional development is instrumental in supporting teachers in developing their competence and confidence in teaching sustainability. An international initiative was developed to explore whether a competencies-oriented Education for Sustainable Development (ESD) professional development model was transferable across three different international contexts (Ireland, Germany and Mexico). This paper reports on the adaptation of this model within the Irish context, through the development of an innovative professional development programme for primary teachers. Through a mixed-methods approach which gathered data via pre- and post-programme surveys, teachers’ reflective journals and post-programme group interviews, the paper explores Irish primary school teachers’ experiences of, and attitudes towards, teaching sustainability through science education after participation in a professional development programme. The findings suggest that this programme, structured around the existing evidence for effective professional development in science education and ESD, positively influences teachers’ self-efficacy, supports teachers’ critical engagement with sustainability competencies and promotes the development of transformative pedagogies for sustainability through Inquiry-Based Science Education.  相似文献   

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The change toward competence-based education has implications for teachers as well as school management. This study investigates which professional development activities teachers undertake related to this change and how these activities differ among schools with various human resource (HR) policies. Two types of HR policy were involved: (1) a government-enforced, national system of Integrated Personnel Management and (2) a voluntary, integrative approach of Schooling of teachers, Organizational development of schools and teacher training institutes, Action- and development-oriented research, and Professional development of teachers. Semi-structured interviews with 30 teachers in nine schools with different HR policies were held and analyzed both qualitatively and quantitatively. Findings show that teachers undertake professional development activities in five categories: maintaining knowledge base, applying and experimenting, reflection, collaboration, and activities indirectly related to teaching practice. Teachers’ professional development activities were found to be relatively similar across schools with different HR policies. It is concluded that neither government-enforced nor voluntary HR policies seem to play much of a role in the participation by teachers in professional development activities. Implications for further research and school practice are discussed.  相似文献   

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ABSTRACT

In the early twentieth century in the United States, Roman Catholic schools grew in number and became increasingly regulated by state departments of education. This led to the increased influence of public school reform movements in Catholic schools. Some Catholic educators questioned these movements, while others embraced them. Educational measurement strategies, such as IQ and standardised testing, gained support from women religious orders and congregations, who made up the majority of the Catholic teaching force. For pragmatic reasons, they saw some value in the promises of modern educational science for teaching and learning. This practice, however, put them at odds with some of the beliefs and values of their Church. This study demonstrates how Catholic sister teachers attempted to shape the debate on the introduction and use of reform strategies like IQ and standardised testing. It also examines how Catholic sister teachers made use of Catholic beliefs and values to make arguments in favour of IQ and standardised testing in Catholic schools. Using agreed upon Catholic religious tenets and working within their gendered reality, Catholic sister teachers demonstrated how they tried to convince their colleagues, male and female, to come to an understanding around the use of educational measurement.  相似文献   

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运用问卷调查法和数理统计法对台州市高中体育教师的专业发展现状进行调查与分析,结果发现：（1）大部分体育教师对专业发展具有积极的认识,但缺乏专业发展主动权;（2）参与校外专业培训的机会较少;（3）60％以上的高中体育教师对专业培训内容的满意度较低;（4）高中体育教师专业发展需求主要表现为课程设计、风险控制、情谊沟通和教学技巧,高中体育教师的专业发展需求在不同人口学变量上存在一定差异。  相似文献   

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Background: Research findings indicate that developing good relationships with pupils, managing classroom processes adequately and developing confidence and trust with other teachers are among the aspects of teaching that are found to be challenging. Although many studies conclude that collaborative reflection is a crucial activity for supporting teachers’ professional development in school, studies that focus on what teachers reflect on and how they reflect are more limited.

Purpose: The purpose of the study was to improve our understanding of what situations teachers experience as challenging in their teaching, what types of help they seek when trying to manage such situations and, furthermore, how teachers reflect together on how to develop as teachers, when they have time to collaborate.

Sources of information and method: The study aimed to explore these areas theoretically by bringing together data from, and discussing the implications of (1) an interview study and (2) a formative intervention study which involved teachers from lower secondary schools in Norway working with a researcher–participant. The data were analysed by using the constant comparative method of analyses. By discussing aspects of these two studies together, the research aimed to identify and address some of the theoretical questions pertinent to teacher development.

Findings and conclusions: The analysis and discussion of the data from the two studies illuminates teachers’ recognition of the value of having time to reflect together. It also indicates, however, that it is not only a matter of teachers having time to observe, reflect together and focus on their development processes: the types of discourse used during collaborative reflection must also be suitable. The researcher–participant’s role highlighted the untapped potential to be found by looking into how language is used in dialogues aimed at supporting teacher development. Helping teachers to develop the skills to reflect collaboratively and constructively, in a way that ultimately improves teaching and learning, is therefore an important challenge for teacher education and the education of teachers and school leaders.  相似文献   

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