教育研究中的领导力:来自知名领导者的经验教训

Q4 Social Sciences Philosophical Inquiry in Education Pub Date : 2020-07-30 DOI:10.7202/1070742AR
L. Waks
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引用次数: 0

摘要

在这篇论文中,我想分享一些我在教育研究中所学到的关于领导力的经验教训——无论是从现有的理论和研究中,还是从我过去15年的工作中,我征集和出版了许多教育研究领域的领导者的自传式个人陈述,包括历史、哲学、社会学、课程、社会教育、批判教育学、性别研究等。我将这些经验教训作为进一步研究教育中的知识领导的非正式建议,并为有志担任知识领导角色的年轻学者提供有用的指导。在关注了知识领导之后,我注意到一些现有的理论,并认为它们没有充分考虑时间维度——在包括当前在内的特定时期形成领导的条件。然后,我使用库恩(1970)的范式理论作为解释时间因素的一般框架。我将知识领导与新兴范式的塑造和发扬联系在一起。我使用现有的理论和库恩的范式理论作为探照灯来探索最近在教育研究的两个领域的领导:教育哲学和课程研究。这些探索是初步的,但可以很容易地扩展为一个有用的数据库,在这些和其他教育研究领域的子领域的当代领导人的存在由于教育研究作为一个领域的目的是增加对教育实践的理解和改进,因此该领域的工作可以被认为是研究人员从研究文献中获取资源(理论、方法、实证研究结果)并将其应用于存在的问题。这些可能是当前研究中的问题,但除非该领域仍然孤立于其象牙塔中,否则其累积的工作最终必须吸引实践者(教师,主管,课程设计师,政策领导者)并导致实际改进-解决实际生活中的问题。
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Leadership in Educational Studies: Lessons from Established Leaders
In this paper, I want to share some lessons that I have learned about leadership in educational studies— both from existing theory and research and from my work over the last fifteen years soliciting and publishing autobiographical personal statements of the leaders in many areas of educational studies including history, philosophy, sociology, curriculum, social education, critical pedagogy, gender studies and others. I offer these lessons as informal suggestions for further research on knowledge leadership in education and as useful guidance for young scholars aspiring to knowledge leadership roles. After focusing on knowledge leadership, I take note of some existing theories and suggest that they fail adequately to consider the temporal dimension—the conditions that make for leadership in particular time periods including the present. I then use Kuhn’s (1970) paradigm theory as a general frame to account for the temporal factor. I associate knowledge leadership with the shaping and carrying forward of emerging paradigms. I use existing theories and Kuhn’s paradigm theory as searchlights to explore recent leadership in two fields of educational studies: philosophy of education and curriculum studies. These explorations are preliminary, but could be readily extended as a useful database on contemporary leaders in these and other subfields of educational studies fields exists.1 Because educational studies as a field aims to add to the understanding and improvement of educational practice, work in the field can be conceived as researchers taking resources (theories, methods, empirical research results) from the research literature and bringing them to existing problems. These may be problems in current research, but unless the field remains isolated in its ivory tower, its cumulative work must eventually engage practitioners (teachers, supervisors, curriculum designers, policy leaders) and lead to practical improvement—resolving problems of practical life.
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来源期刊
Philosophical Inquiry in Education
Philosophical Inquiry in Education Social Sciences-Education
CiteScore
0.50
自引率
0.00%
发文量
13
审稿时长
20 weeks
期刊最新文献
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