Når rektor stilles til ansvar: Krise eller gyllen mulighet? Om resultatstyring i rektorutdanningen
DOI:
https://doi.org/10.5617/adno.3894Keywords:
Skoleledelse, resultatstyrng, profesjonsutøvelse, casebasert undervisning, rektorutdanningenAbstract
Artikkelens hensikt er å bidra med kunnskap om hvordan rektorer kollektivt utforsker krav om resultatforbedring i skolen. Empirisk er artikkelen forankret i Rektorutdanningen ved Universitetet i Oslo, der case brukes som en læringsmetode. Teoretisk bygger artikkelen på perspektiver om ledelse og resultatstyring og om skolelederes profesjonsutøvelse, mens videodata fra rektorstudenters gruppesamtaler om en konstruert case utgjør datamaterialet. Analysen avdekker sentral tematikk og karakteristiske trekk ved gruppesamtalene. Funnene viser at gruppesamtalene primært kretser rundt å etablere situasjonsforståelse og komme med forslag til forbedringstiltak, der erfaringer fra egne ledelsespraksiser representerer den viktigste kunnskapsressursen. Basert på studiens funn ser vi at skoleledere trenger refleksiv kompetanse for å forstå og håndtere den kompleksitet de møter i arbeidet med resultatstyring. En implikasjon er derfor at tenkning om og praktisk arbeid med komplekse problemer bør inngå i skolelederutdanning.
Nøkkelord: skolelederutdanning, case, resultatstyring, profesjonsutøvelse, ledelse, komplekse problemer, kunnskapsressurser, refleksiv kompetanse
Abstract
The aim of the article is to provide knowledge about how principal collectively explore demands for improvement in school. The article draws upon The National Principal Program Rector Education at the University of Oslo, where case-based work is used as a learning method. Theoretically we draw upon perspectives on leadership and accountability and school leaders' professional practice. It is based upon video data from group discussions, where future principals are talking about the situation in the case and possible solutions. The analysis the brings out the central themes and characteristics of the group discussions, and shows that the principals´ discussion focuses on establishing situational awareness and making suggestions for improvement, where experiences from their own leadership practices represent the most important knowledge resource. Based on the analysis we argue that principals need to develop their reflexive competence in order to understand and deal with complex situations. An implication of the study is that thinking about and practical work with complex problems needs to be included in leadership programs.
Key words: school leadership education, case, accountability, professional practice, leadership, wicked problems, knowledge resources, reflexive competence
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