学校监督与教育变革。根据国际经验看乌拉圭(2005-2020年)

IF 0.1 Q4 ECONOMICS
María Ester Mancebo, Margarita Romero
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引用次数: 0

摘要

学校管理者是任何教育转型过程中的一个基本环节。本文旨在了解其在乌拉圭“进步时代”(2005-2020年)实施的多项创新中所起的作用,在这一时期,国家政府由中左翼政党“解放阵线”(Frente Amplio)领导。这篇文章以教师监督和变革过程的参考书目为基础,并得到了教育学和政治学的贡献。所进行的研究是描述性和解释性的、定性的和比较的。作为主要发现,该文件强调,在同一体制框架下,初级主管对创新的立场与二级主管的立场不同。在解释层面上,我们发现监督在教育转型中的作用不仅来自主导的制度框架,还来自政治支持、创新政策的实施方式、主流的专业文化和历史的分量。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
Supervisión escolar y cambio educativo. Uruguay a la luz de la experiencia internacional (2005-2020)
School supervisors constitute a fundamental link in any process of educational transformation. This article aims to understand its role in the multiple innovations implemented in Uruguay during the «progressive era» (2005-2020) in which the national government was led by a center-left party, the Frente Amplio. The article was nourished by bibliography on teachers´ supervision and on change processes, with contributions from both Pedagogy and Political Science. The research carried on was descriptive and explanatory, qualitative in nature and with a comparative tone. As main findings, the document emphasizes that, under the same institutional framework, the position of Primary supervisors towards innovations diverged from that assumed by supervisors in the Secondary level. At an explanatory level, it was found that the role of supervision in educational transformation derives not only from the dominant institutional framework but also from political support, the modality of implementation of innovative policies, the prevailing professional culture and the weight of history.
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