School leadership development: what we know and how we know it
DOI:
https://doi.org/10.5617/adno.3898Keywords:
Literature review, school leadership development, research traditionsAbstract
Forskere har over flere tiår studert skoleledelsesutvikling. Samtidig er det behov for en oppdatert vurdering av litteraturen som ser nærmere på hvilke tilnærminger til forskning som dominerer. Dette er nødvendig fordi vår kunnskap om fenomenet påvirkes av hvordan utvikling av skoleledelse studeres. Artikkelen presenterer en vurdering av litteraturen på dette feltet fra 1950 og fram til i dag, og målet er å undersøke hva vi har lært om utvikling av skoleledelse, identifisere dominerende spørsmål og metodologiske tilnærminger og diskutere sterke og svake sider ved eksisterende forskning. Analysen trekker veksler på Gunter og Ribbins rammeverk om ulike kunnskapstradisjoner og domener. Gjennomgangen viser for det første at utvikling av skoleledelse har ekspandert siden 1950 når det gjelder både formål, tilbydere, pedagogikk, innhold og forskningstilnærming. For det andre viser analysen at eksisterende forskning i mindre grad får fram hvordan ledelsesutvikling finner sted på tvers av ulike kontekster, over tid, og hvordan den inkluderer interaksjon mellom mange aktører hvor pedagogiske verktøy medierer utviklingen. Et hovedargument er at det er nødvendig å utvikle både den teoretiske og den metodologiske tilnærmingen hvis vi skal gripe og begripe hvordan utvikling av skoleledelse skjer i fremtiden.
Nøkkelord: litteraturgjennomgang, skoleledelsesutvikling, forskningstradisjoner
Abstract
For several decades, researchers have studied school leadership development. However, the need exists for an updated literature review that pays heed to dominant research approaches, since the manner in which school leadership development is researched is consequential to our knowledge about the phenomenon. Thus, the aim of this study is to present a literature review that covers the period from the 1950s to the present, which examines what we have learned about school leadership development, identifies the dominant concerns and methodologies, and discusses the strengths and limitations of the existing research. Gunter and Ribbins’ conceptualization of different knowledge provinces is used to support this analysis. This review demonstrates that school leadership development has expanded since the 1950s in terms of purpose, providers, pedagogies, content, and research approaches. In addition to discussing the strengths of the research, the analysis reveals various limitations in how school leadership has been investigated. For example, this review finds that the research does not sufficiently capture the fact that leadership development takes place across settings and over time, and that it involves interactions with several actors and pedagogical tools. The author argues that the theoretical and methodological approaches must be further developed in order to better capture these matters relating to school leadership development in the future.
Keywords: literature review, school leadership development, research traditions
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