Intellectual histories of school leadership: implications for professional preparation
DOI:
https://doi.org/10.5617/adno.3988Keywords:
School Leadership, Intellectual Histories, Leadership Preparation, Leadership Training.Abstract
Det skiftet som har funnet sted i England når det gjelder innholdet i og organiseringen av skolelederopplæringen, danner utgangspunktet for en presentasjon av et teoretisk rammeverk som kan hjelpe oss til å forstå utviklingen av skoleledelse som intellektuelt felt over tid. Rammeverket er basert på forskning om skoleledelse i en engelsk kontekst i løpet av de siste ti årene og består av fem kategorier som er gjensidig knyttet sammen: Kunnskapstradisjoner, kunnskapsformål, kunnskapsdomener, kontekster og nettverk. Ved hjelp av disse kategoriene identifiseres sentrale trender i utviklingen av skoleledelse som intellektuelt felt i England. Avslutningsvis vises det til implikasjoner om, med og for profesjonen og for videre forskning både i England i andre kontekster.
Nøkkelord: skoleledelse, forskningsfeltets intellektuelle historie, ledelsestrening, ledelsesutdanning
Abstract
The shift from professional preparation for headship to leadership training in England is the site for the presentation and deployment of a framework for constructing intellectual histories of school leadership. The framework has been developed based on research undertaken in the past decade through conducting independently funded social science projects. The reading of field outputs combined with fieldwork data has produced a five-part framework that examines knowledge traditions, purposes, domains, contexts and networks. In using this framework to examine the intellectual history of the field in England I identify certain key trends in England, where I consider the implications of this about, with and for the profession and for further research both in England and in other contexts.
Keywords: school leadership, intellectual histories, leadership training, leadership preparation
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