通过国家参与式改革引领复杂的教育变革?芬兰核心课程改革领导力案例

IF 2.5 2区 教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH
Sanna-Mari Salonen-Hakomäki, Tiina Soini, Janne Pietarinen, Kirsi Pyhältö
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引用次数: 0

摘要

国家层面的教育管理者一直面临着这样一个问题:如何确保基础教育系统成功应对地方、国家、国际和全球的复杂挑战,以及在如此复杂的情况下启动和推动教育系统变革并为社会创造价值的最佳方式是什么。研究表明,参与式改革领导方法是有益的;然而,在实践中,参与式激励措施在国家改革背景下却被随意使用。在本文中,我们介绍了芬兰2014年核心课程改革(以下简称FCCR2014)的国家参与式领导案例。我们采访了 2014 年芬兰核心课程改革过程中的主要领导者(n = 23),并带着这个问题从社会、个人、人际和组织的角度对数据进行了分析:负责领导改革的管理者是如何发展和领导 FCCR2014 参与式进程的?子问题是(1) 他们制定和领导改革的目标是什么?(2) 他们是如何成功地按照自己的目标制定和领导改革的?研究结果表明,在国家课程改革中,参与式领导要求高层领导吸纳利益相关者,建立并支持强大而开放的合作进程,承担失去部分控制权的风险,摒弃战略制定与实施之间严格的二分法,并将变革领导视为一种负责任的行为,给予利益相关者公平的机会参与影响其生活的决策。参与式领导的主要方面包括:建立参与,而不是准参与;在复杂性中共同建立一致性;以负责任的领导方式使变革与教育系统相适应。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
Leading Complex Educational Change Via National Participative Reforms? A Case of Finnish Core Curriculum Reform Leadership

National-level educational administrators constantly face the question of how to ensure that the basic education system successfully meets complex local, national, international, and global challenges, and what is the best way to initiate and drive systemic changes in education amid such complexity and to create value for society. Studies have shown that participative approaches to reform leadership are beneficial; however, in practice, participative incentives are randomly used in national reform contexts. In this article, we present a Finnish case of national participative leadership regarding the Finnish Core Curriculum Reform of 2014 (hereafter FCCR2014). We interviewed key leaders in the FCCR2014 process (n = 23) and analyzed the data from social, personal, interpersonal, and organizational viewpoints with this question in mind: How did administrators responsible for leading the reform develop and lead the participative FCCR2014 process? Sub questions were: (1) What were their goals in developing and leading the reform, and (2) how did they succeed in developing and leading the reform in line with their goals—what was effective and what was not? The results show how participative leadership in a national curriculum reform calls for top leaders to include stakeholders, build and support strong and open collaboration processes, take the risk of losing some of their control, reject strict dichotomizations between strategy formulation and implementation, and consider change leadership a responsible act of giving stakeholders a fair chance to participate in the decision-making that affects their lives. Key aspects to participative leadership included building participation, not quasi-participation; building coherence in complexity—together; and fitting change to the education system with responsible leadership.

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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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