Session Information
26 SES 09 B, Key Challenges In Leaders‘ Training and Development. What Is „Really“ Important? (Part 1)
Symposium to be continued in 26 SES 10 B
Contribution
Educational management theory needs ideas and concepts that can help to better understand and describe, but also stimulate the organizational development of schools. The concept of leadership is one of such good ideas. It has been used in discussions aiming to define skills and competencies of people responsible for school management, especially since the early 1990s. Regardless to that fact, it must be noticed that educational management theory still needs ways of thinking about leadership that would be adequate for educational contexts. The author argues that the attempts to define educational leadership have to reject the attitude of transferring theories and concepts from general management theory, and they have to start from pointing out core educational values and then build a specific understanding of educational leadership on that basis. The author proposes to put individual human development and learning as core values defining educational leadership. The problem is that core educational values can be defined in a different way. It is then crucial to identify different understandings of core values among professionals responsible for leading educational organizations, as those different understandings can influence people’s actions. The paper presents the results of the research on the understanding of development and learning among school heads in Polish schools. The research was carried out with the participation of a group of headmasters taking part in a project that tries to build a new model of school head professional preparation, induction and continual professional training. The paper shows different perspectives on those values and tries to discuss practical consequences of those different ways of understanding for school leadership training and professional development.
References
De Corte E., (2010) Historical Developments in the Understanding of learning. w: Dumont H., Istance D., Benavides F., (eds.), The Nature of Learning. Using Research to Inspire Practice. OECD Publishing, Paris Dorczak R., (2012), Developmental leadership – an attempt to define specificity of educational leadership, w: Zarządzanie Publiczne, Nr 4/2012, str. 19-26 Dorczak R., (2014), Core values of educational leadership – how school leaders understand concepts of development and learning, w: ATINER Conference Papers Series EDU2014-1399, Athens Institute for Education and Research, Athens, http://www.atiner.gr/papers/EDU2014- Fielding M., (2006a), Leadership, radical students engagement and the necessity of person-centred education, w: International Journal of Leadership in Education, Vol. 4 (9), str. 299-313 Fielding M., (2006b), Leadership, personalization and high performance schooling: naming the new totalitarianism, w: School Leadership and Management, Vol. 4 (26), str. 347-369 MacBeath J., Dempster N. (eds.), (2009), Connecting Leadership and Learning. Principles for Practice, Routledge, London and New York Mazurkiewicz G., (2011), Przywództwo edukacyjne, Wydawnictwo Uniwersytetu Jagiellońskiego, Kraków OECD, (2013), Leadership for 21st Century Learning, OECD Publishing, Centre for Educational Research and Innovation, Paris
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