Raziskovanje vodenja pri učiteljih: ali so bodoči učitelji pripravljeni voditi?
Povzetek
Učiteljski poklic v zadnjih desetletjih postaja vse kompleksnejši. Spreminjajoča se vloga učiteljev je zahtevala novo paradigmo učiteljskega poklica, ki priznava potencial učiteljev za vodenje pri podpiranju razvoja in sprememb v šolah. Vpliv, ki ga imajo učitelji na šolsko skupnost, in njihova zavzetost za šolske spremembe sta v središču opredelitev vodenja pri učiteljih. Priprava bodočih učiteljev, da bodo na svojih šolah delovali kot vodje, lahko podpre splošna prizadevanja za izboljšanje šole. Zato je namen te študije raziskati razvoj vodenja pri učiteljih pred začetkom dela. V študiji je bila uporabljena kvalitativna metodologija za obravnavo: i) razumevanje vodenja pri učiteljih na strani učiteljev pred začetkom dela; ii) vloga začetnega izobraževanja učiteljev pri oblikovanju razumevanja vodenja pri učiteljih; iii) prispevek začetnega izobraževanja učiteljev k pripravljenosti bodočih učiteljev za izvajanje vodstvene vloge za izboljšanje šole. Študija je bila izvedena z bodočimi učitelji na vodilni ustanovi za začetno izobraževanje učiteljev na Kosovu. V štirih skupinskih intervjujih je sodelovalo 42 bodočih učiteljev iz vseh letnikov programa izobraževanja učiteljev osnovnih šol, da bi se poglobljeno pogovorili o ključnih elementih vodenja pri učiteljih in tako bolje razumeli, kako bodoči učitelji razumejo ta koncept in kako so pripravljeni opravljati vodstvene vloge. Kot analitični okvir za ugotavljanje razvoja vodenja pri učiteljih v začetnem izobraževanju učiteljev je bil uporabljen model, ki so ga zasnovali Snoek et al. (2019). Študija razkriva, da ni soglasja glede opredelitve vodenja pri učiteljih. Ugotovitve kažejo, da razumevanje vodenja pri učiteljih temelji na kontekstualno oblikovani viziji, kaj pomeni biti učitelj, kar ima za posledico ozek pogled na vodenje glede na raven posameznika in razreda. Študija ugotavlja, da ima začetno izobraževanje učiteljev ključno vlogo pri prispevanju k premiku konceptualizacije vodenja pri učiteljih, ki presega izolirane poglede na individualno in formalno vodenje. Ugotovitve imajo nujne posledice za zagotavljanje dobrih modelov začetnega izobraževanja učiteljev, ki podpirajo pripravo in pripravljenost bodočih učiteljev kot vodij za spopadanje z vse večjo kompleksnostjo učiteljskega poklica.
Prenosi
Literatura
Bond, N. (2011). Preparing preservice teachers to become teacher leaders. The Educational Forum, 75(4), 280–297.
Boyatzis, R. (1998). Transforming qualitative information: Thematic analysis and code development. Sage.
Braun, V., & Clarke, V. (2006). Using thematic analysis in psychology. Qualitative Research in Psychology, 3(2), 77–101.
Brooks, J. S., Scribner, J. P., & Eferakorho, J. (2004). Teacher leadership in the context of whole school reform. Journal of School Leadership, 14(3), 242–265.
Buleshkaj, O., & Koren, A. (2022). Educational leadership for the national curriculum implementation: The case of Kosovo. Int. J. Management in Education, 16(3), 259–275.
Bullough, R. V. (1997). Becoming a teacher: Self and the social location of teacher education. In: B. J. Biddle, T. L. Good, & I. F. Goodson (Eds.), International handbook of teachers and teaching (pp. 79–134). Springer.
Bush, T. (2010). Leadership development. In: T. Bush, L. Bell, & D. Middlewood (Eds.), The principles of educational leadership and management (pp. 112–131). Sage.
Cohen, L., Manion, L., & Morrison, K. (2018). Research methods in education. Routledge.
Crabtree, B., & Miller, W. (1999). A template approach to text analysis: Developing and using codebooks. In B. Crabtree, & W. Miller (Eds.), Doing qualitative research (pp. 163–177). Sage.
Danielson, C. (2006). Teacher leadership that strengthens professional practice. Association for Supervision and Curriculum Development.
Danielson, C. (2007). The many faces of leadership. Educational Leadership, 65(1), 14–19.
Darling-Hammond, L. (2000). Teacher quality and student achievement. Education Policy Analysis Archives, 8(1), 1–44.
Forster, E. M. (1997). Teacher leadership: Professional right and responsibility. Action in Teacher Education, 19(3), 82–94.
Fullan, M. (2005). Leadership & sustainability: System thinkers in action. Corwin Press.
Fullan, M. (1991). The new meaning of educational change. Teachers' College Press.
Gordon, S. P., Jacobs, J., Croteau, S. M., & Solis, R. (2020). Informal teacher leaders: Who they are, what they do, and how they impact teaching and learning. Journal of School Leadership, 31(6), 526–547.
Harris, A., & Muijs, D. (2005). Improving schools through teacher leadership. Open University Press.
Jacobs, J., Beck, B., & Crowell, L. (2014). Teacher leaders as equity-centered change agents: Exploring the conditions that influence navigating change to promote educational equity. Professional Development in Education, 40(4), 576–596.
Kaçaniku, F. (2022). Lost in translation? Improving quality in initial teacher education in the framework of European initiatives. Policy Futures in Education, 20(8), 922–940
Kaçaniku, F. (2020a). Towards quality assurance and enhancement: The influence of the Bologna Process in Kosovo's higher education. Quality in Higher Education, 26(1), 32–47.
Kaçaniku, F. (2020b). Teacher-researcher development? Unpacking the understandings and approaches in initial teacher education in Kosovo. Center for Educational Policy Studies Journal, 10(3), 53–76.
Kaçaniku, F., Gjelaj, M., & Saqipi, B. (2019). Context guided instruction to develop reflection competence of education professionals. Review of Education, Pedagogy, and Cultural Studies, 41(1), 48–67.
Katyal, K. R., & Evers, C. W. (2004). Teacher leadership and autonomous student learning Adjusting to the new realities. International Journal of Educational Research, 41(4-5), 367–382.
Katzenmeyer, M., & Moller, G. (2009). Awakening the sleeping giant: Helping teachers develop as leaders (3rd ed.). Crowin Press.
Lincoln Y. S., & Guba E. G. (1985). Naturalistic inquiry. Sage
Muijs, D., & Harris, A. (2006). Teacher led school improvement: Teacher leadership in the UK. Teaching and Teacher Education, 22(8), 961–972.
Muijs, D., & Harris, A. (2007). Teacher leadership in (in)action: Three case studies of contrasting schools. Educational Management, Administration and Leadership, 35(1), 111–134.
Murphy, J. (2005). Connecting teacher leadership and school improvement. Corwin Press.
Oppi, P., Eisenschmidt, E., & Stingu, M. (2020). Seeking sustainable ways for school development: Teachers' and principals' views regarding teacher leadership. International Journal of Leadership in Education, 26(4), 581–603.
Poekert, Ph. E. (2012). Teacher leadership and professional development: Examining links between two concepts central to school improvement. Professional Development in Education, 38(2), 169–188.
Sachs, J. (2005). Teacher education and the development of professional identity: Learning to be a teacher. In P. M. Denicolo, & M. Kompf (Eds.), Connecting policy and practice: Challenges for teaching and learning in schools and universities (pp. 5–21). Routledge.
Saqipi, B. (2019). Teacher education policy discourse in the midst of system reorganisation and policy transfer: Lessons for small and developing countries. International Journal of Management in Education, 13(1), 28–39.
Snoek, M., Hulsbos, F., & Andersen, I. (2019). Teacher leadership: Hoe kan het leiderschap van leraren in scholen versterkt worden? [Teacher leadership: How can the leadership of teachers in schools be strengthened?]. Hogeschool van Amsterdam.
Wenner, J. A., & Campbell, T. (2017). The theoretical and empirical basis of teacher leadership: A review of the literature. Review of Educational Research, 87(1), 134–171.
York-Barr, J., & Duke, K. (2004). What do we know about teacher leadership? Findings from two decades of scholarship. Review of Educational Research, 74(3), 255–316.
Authors who publish with this journal agree to the following terms:
- Authors are confirming that they are the authors of the submitted article, which will be published online in the Center for Educational Policy Studies Journal (for short: CEPS Journal) by University of Ljubljana Press (University of Ljubljana, Faculty of Education, Kardeljeva ploščad 16, 1000 Ljubljana, Slovenia). The Author’s/Authors’ name(s) will be evident in the article in the journal. All decisions regarding layout and distribution of the work are in the hands of the publisher.
- The Authors guarantee that the work is their own original creation and does not infringe any statutory or common-law copyright or any proprietary right of any third party. In case of claims by third parties, authors commit themselves to defend the interests of the publisher, and shall cover any potential costs.
- Authors retain copyright and grant the journal right of first publication with the work simultaneously licensed under https://creativecommons.org/licenses/by/4.0/deed.en that allows others to share the work with an acknowledgement of the work's authorship and initial publication in this journal.
- Authors are able to enter into separate, additional contractual arrangements for the non-exclusive distribution of the journal's published version of the work (e.g., post it to an institutional repository or publish it in a book), with an acknowledgement of its initial publication in this journal.
- Authors are permitted and encouraged to post their work online (e.g., in institutional repositories or on their website) prior to and during the submission process, as it can lead to productive exchanges, as well as earlier and greater citation of published work.
