External facilitators’ practical work for school improvement: de-professionalising or developing improvement capacity?

IF 2.5 2区 教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH
Jaana Nehez, Marcia Håkansson Lindqvist
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Abstract

This article explores external facilitation for school improvement; more specifically, it examines the practical work of external facilitators. It is based on a Swedish case in which facilitators at the Swedish National Agency for Education support low-performing schools. The article aims to develop knowledge about how external facilitators in their practical work both promote and prevent developed understanding and improvement capacity. Based on observations and documents, facilitators’ endeavours and critical situations in their work to support school improvement are identified. The findings show five different endeavours to promote development of understanding and improvement capacity. However, they also show how taking ownership, simplification, and model focus, three of five identified recurring critical situations, prevent such development. The conclusion is that there are several aspects for external facilitators to balance to promote school improvement and turn around low-performing schools. When planning for external facilitation, it is important to consider how the facilitators’ practical work can be adapted to the local contexts of those who are facilitated in order to promote their ownership of the processes. Without balance and adaptation, external facilitation can lead to deprofessionalisation instead of development of improvement capacity.

外部促进者为学校改进所做的实际工作:去专业化还是发展改进能力?
本文探讨了外部促进学校改进的工作;更具体地说,它研究了外部促进者的实际工作。文章以瑞典的一个案例为基础,在这个案例中,瑞典国家教育局的促进者为成绩较差的学校提供了支持。文章旨在了解外部促进者在其实际工作中如何促进和阻止理解和改进能力的发展。根据观察和文件,确定了促进者在支持学校改进工作中的努力和关键情况。研究结果显示了促进理解和改进能力发展的五种不同努力。然而,研究结果也表明,在五种经常出现的危急情况中,有三种情况是如何阻碍这种发展的,即 "当家作主"、"简单化 "和 "注重模式"。结论是,外部促进者需要在几个方面取得平衡,以促进学校的改进,扭转表现不佳的学校。在规划外部促进工作时,必须考虑如何使促进者的实际工作适应被促进者的当地情 况,以促进他们对进程的自主权。如果缺乏平衡和调整,外部促进工作可能会导致非专业化,而不是发展改进能力。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
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来源期刊
Journal of Educational Change
Journal of Educational Change EDUCATION & EDUCATIONAL RESEARCH-
CiteScore
5.80
自引率
7.10%
发文量
23
期刊介绍: The Journal of Educational Change is an international, professionally refereed, state-of-the-art scholarly journal, reflecting the most important ideas and evidence of educational change. The journal brings together some of the most influential thinkers and writers as well as emerging scholars on educational change. It deals with issues like educational innovation, reform and restructuring, school improvement and effectiveness, culture-building, inspection, school-review, and change management. It examines why some people resist change and what their resistance means. It looks at how men and women, older teachers and younger teachers, students, parents and others experience change differently. It looks at the positive aspects of change but does not hesitate to raise uncomfortable questions about many aspects of educational change either. It looks critically and controversially at the social, economic, cultural and political forces that are driving educational change. The Journal of Educational Change welcomes and supports contributions from a range of disciplines, including history, psychology, political science, sociology, anthropology, philosophy and administrative and organizational theory, and from a broad spectrum of methodologies including quantitative and qualitative approaches, documentary study, action research and conceptual development. School leaders, system administrators, teacher leaders, consultants, facilitators, educational researchers, staff developers and change agents of all kinds will find this journal an indispensable resource for guiding them to both classic and cutting-edge understandings of educational change. No other journal provides such comprehensive coverage of the field of educational change.
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