中层领导的身份--实践框架:从现场本体论的角度看待实践中的身份认同和作为实践的身份认同

IF 3 3区 教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH
Christine Edwards-Groves, Peter Grootenboer, Kirsten Petrie, Karin Rönnerman
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引用次数: 0

摘要

本文探讨了与中层领导者这一教育实践者群体相关的实践中的身份认同问题。本文借鉴了实践架构理论,将其作为一种现场-本体论方法,对教育领导力进行概念化,认为个人的身份是由实践中的言行和关系所决定的,并在这些言行和关系中得以实现。尽管从理论上探讨身份认同与实践之间的联系并不新鲜,但本文提出的一个核心论点是,身份认同发生在个人与社会实践之间。研究数据来自一项实证研究,研究对象是九位中层领导,他们负责推动全区范围内的一项行动,旨在改善其所在小学的扫盲教学法。对中层领导的半结构式访谈进行的专题分析揭示了 11 种身份--实践框架,这些框架随着时间和空间的变化而演变,并根据现场条件进行协商。研究结果有助于理解中层领导身份的动态多面性。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
Middle leaders' identity–practice framings: A site-ontological view of identity in and as practice

This paper presents an examination of identity in and as practice as it relates to a group of educational practitioners known as middle leaders. Drawing on the theory of practice architectures as a site-ontological approach for conceptualising educational leading, the paper considers an individual's identity as being informed by, and accomplished amidst, the sayings, doings and relatings of practice. Although theorising the connections between identity and practice is not new, a central argument presented is that identity occurs at the nexus of the individual and social practices. Data are drawn from an empirical study of the practices of nine middle leaders responsible for facilitating a district-wide initiative aiming to improve literacy pedagogy in their particular primary schools. Thematic analysis of semi-structured interviews with the middle leaders revealed 11 identity–practice framings which evolve over time and space, negotiated in response to site-based conditions. Findings contribute to understandings about the dynamic multifaceted nature of middle leaders' identities.

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来源期刊
British Educational Research Journal
British Educational Research Journal EDUCATION & EDUCATIONAL RESEARCH-
CiteScore
4.70
自引率
8.70%
发文量
71
期刊介绍: The British Educational Research Journal is an international peer reviewed medium for the publication of articles of interest to researchers in education and has rapidly become a major focal point for the publication of educational research from throughout the world. For further information on the association please visit the British Educational Research Association web site. The journal is interdisciplinary in approach, and includes reports of case studies, experiments and surveys, discussions of conceptual and methodological issues and of underlying assumptions in educational research, accounts of research in progress, and book reviews.
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