Rektorutdanning for en ny rektorrolle?
DOI:
https://doi.org/10.5617/adno.2909Keywords:
Nøkkelord, Skoleledelse, rektorutdanning, profesjonsutvikling, fremtidens skole, organisasjonslæring.Abstract
Artikkelens formål er å skape økt innsikt i hvordan de forandringer vi ser i statlige styringsdokumenter og fagmiljøers emneplaner for den norske Rektor-utdanningen, uttrykker endringer i hvilke kunnskapsformer som vektlegges. Ut fra de endringene vi finner, tar vi opp til diskusjon i hvilken grad Rektor-utdanningen møter sentrale utfordringer som fremheves i nyere nasjonal og internasjonal debatt om hva som vil være viktige kompetanser for ledere i fremtidens skole. Med utgangspunkt i Aristoteles’ kunnskapsbegreper “episteme”, “tekhne” og “phronesis” analyseres endringer i Utdannings-direktoratets anbudsdokumenter for perioden 2009–2014 i forhold til perioden 2015–2020. Gjennom dokumentanalyse undersøker vi hvilke former for kunnskap som blir sett på som sentrale i Rektorutdanningen i de to periodene. Vi etterspør også hvordan endringene følges opp i plandokumenter for universitets- og høyskolemiljøer som er gitt i oppdrag å gjennomføre Rektorutdanningen. Funnene diskuteres i forhold til dagsaktuelle nasjonale og internasjonale utdanningspolitiske dokumenter og forskningsarbeider.
I Utdanningsdirektoratets styringsdokumenter for Rektorutdanningen finner vi i noen grad en utvikling fra en instrumentelt orientert rektorrolle basert på resultatstyring, til en mer systemisk orientert rektorrolle der faglig ledelse av kollegabasert profesjonsutvikling vektlegges. Pedagogisk ledelse trer sterkere frem i de nye anbudsdokumentene, og det legges vekt på at skoleledere skal få utvidet forståelse for sitt handlingsrom til å lede utvikling av skolen ut fra sitt eget faglige skjønn. Det er likevel et spørsmål om grunnlagsdokumentene for den nasjonale Rektorutdanningen for perioden 2015–2020 fullt ut møter dagsaktuelle utfordringer for skoleledelse som OECD og NOU 2015:8 “Fremtidens skole” trekker opp. Dette spørsmålet forsterkes når vi ser at plandokumentene for universiteter og høyskoler som tilbyr Rektorutdanningen, i ulik grad vektlegger endringene i Utdanningsdirektoratets styringsdokumenter.
Nøkkelord: skoleledelse, rektorutdanning, profesjonsutvikling, fremtidens skole, organisasjonslæring
Abstract
The purpose of this article is to make greater insight into how the changes we see in various policy documents and plans for the Norwegian Principal Education Program, express a trend of change in emphasized knowledge forms. Based on Aristotle’s concepts of knowledge “episteme”, “tekhne” and “phronesis”, the changes in the tender documents from the Norwegian Directorate for Education and Training for the period 2009–2014 are analyzed and compared against the period 2015–2020. Through analyses of documents we investigate which knowledge forms are seen as the central ones in the Principal Education Program in these two periods. We also study how changes are reflected in plan documents for universities and university colleges that offer the Principal Education Program. The findings are discussed in relation to contemporary national and educational policy plans and research.
In policy plans for the Principal Education Program issued by the Norwegian Directorate for Education and Training, we find to some extent an evolution from an instrumentally oriented principal role based on performance management, towards a more systemicly oriented principal role where professional management of peer professional development is emphasized. Educational management has a stronger position in the new tender documents, and it is emphasized that educational leaders should have an extended understanding of their freedom of action to guide the development of the school, based on their own professional judgment. It is still a question whether the Fundamental Plans for the National Principal Education Program for the period 2015–2020 fully meet the contemporary challenges for education management as OECD and NOU 2015:8 “The school of the future” outline. This question is reinforced when we see that the plan documents for universities and university colleges that offer the Principal Education Program, to varying degrees emphasize the changes in the policy plans from the Directorate for Education and Training.
Keywords: educational management, professional development, Principal Education Program, “The school of the future”, organizational learning
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