学校校长职业认同的特征化(学校校长职业认同的特征化)

IF 1 4区 教育学 Q4 PSYCHOLOGY, DEVELOPMENTAL Journal for the Study of Education and Development Pub Date : 2022-08-08 DOI:10.1080/02103702.2022.2096289
Núria Mollá, Montserrat Castelló
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引用次数: 2

摘要

尽管在过去的10年里,关于学校管理对教育改善影响的研究越来越多,但学校校长身份的表征是一个有争议的悬而未决的问题。在这项研究中,我们从对话的角度出发,通过在一个学年的过程中跟踪四位专家校长来进行这种特征描述。通过纵向设计与多个案例研究,我们分析了他们的位置及其变化。这些工具包括一份反思日志、基于自我对抗方法的访谈和一个讨论小组。我们的研究结果表明,在处理专业事件时,校长不仅分享了他们作为学习促进者和项目经理的定位,而且内部和外部声音之间的对话使他们能够建设性地处理职位之间的冲突和紧张关系。我们的结论是,校长的职业认同可以通过有意识地、战略性地反思他们在其专业活动背景下所采取的立场来发展。
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Characterisation of the professional identity of school principals (Caracterización de la identidad profesional de los directores de escuela)
ABSTRACT Despite the growth in research on the impact of school administration on educational improvement in the past 10 years, the characterization of the identity of school principals is a controversial, pending issue. In this study, we set out to undertake this characterization from a dialogic perspective by tracking four expert principals over the course of one academic year. Via a longitudinal design with multiple case studies, we analysed their repertoire of positions and their variations. The instruments included a reflective journal, interviews based on the self-confrontation method and a discussion group. Our results indicate not only that the principals share their positioning as promoters of learning and project managers when dealing with professional events but that dialogue among internal and external voices enables them to deal with the conflicts and tensions among positions constructively. We conclude that principals’ professional identity can be developed through conscious, strategic reflection on the positions they take within the context of their professional activity.
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来源期刊
CiteScore
2.30
自引率
12.50%
发文量
25
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