Et kunnskapsgrunnlag for skoleledelse
DOI:
https://doi.org/10.5617/adno.3923Keywords:
Kunnskapsgrunnlag, profesjonelt arbeid, skoleledelse, skolelederopplæringAbstract
Utdanning av skoleledere vies stor oppmerksomheter, både i politikk, i forskning og som praksis, men forskning tyder på at det mangler et omforent kunnskapsgrunnlag som kan definere hva slik utdanning kan eller bør inneholde. Tvert imot synes det å være et mangfold blant tilbydere både nasjonalt og internasjonalt. I artikkelen utforskes hva som kan utgjøre et kunnskapsgrunnlag for skoleledelse, og hva det kan bety for opplæring av skoleledere. Mot en bakgrunn av hva vi vet om skolelederopplæring, beskrives ledelse som profesjonelt arbeid der kjernen er ansvaret for og retten til å fatte beslutninger basert på skjønnsmessige vurderinger. Hoveddelen av artikkelen er drøfting av hva det kan bety å forankre kunnskapsgrunnlaget for skoleledelse i pedagogikken. Avslutningsvis pekes det på implikasjoner for skolelederopplæring.
Nøkkelord: kunnskapsgrunnlag, profesjonelt arbeid, skoleledelse, skolelederopplæring.
Abstract
Currently, the education of school leaders is receiving considerable attention in policy, research and as a practice. However, research indicates a lack of agreement about the curriculum that could or should define such education; there seems to be great diversity among providers both nationally and internationally. The article explores what might constitute core knowledge for educational leaders. Against the background of what we know about leadership education the article describes leadership as professional work, where school leaders are responsible for and have the right to make decisions based on professional discretion. The main part of the article is a discussion of what might be implications of grounding leadership education in educational science. Finally, some implications for leadership education are suggested.
Keywords: knowledge base, professional work, educational leadership, school leader education.
Downloads
Published
How to Cite
Issue
Section
License
Content published in Acta Didactica is - unless otherwise is stated - licensed through Creative Commons License BY-NC-ND 4.0. Content can be copied, distributed and disseminated in any medium or format under the following terms:
Attribution: You must give appropriate credit and provide a link to the license
Non-Commercial: You may not use the material for commercial purposes.
No derivatives: If you remix, transform, or build upon the material, you may not distribute the modified material.
No additional restrictions: You may not apply legal terms or technological measures that legally restrict others from doing anything the license permits.
Notice: No warranties are given. The license may not give you all of the permissions necessary for your intended use. For example, other rights such as publicity, privacy, or moral rights may limit how you use the material.
Authors who publish in Acta Didactica accept the following conditions:
Author(s) retains copyright to the article and give Acta Didactica rights to first publication while the article is licensed under the Creative Commons CC BY-NC-ND 4.0. This license allows sharing the article for non-commercial purposes, as long as the author and first publishing place Acta Didactica are credited.
The author is free to publish and distribute the work/article after publication in Acta Didactica, as long as the journal is referred to as the first place of publication. Submissions that are under consideration for publication or accepted for publication in Acta Didactica cannot simultaneously be under consideration for publication in other journals, anthologies, monographs or the like. By submitting contributions, the author accepts that the contribution is published online in Acta Didactica.