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The school as a learning organization: Distant dreams
... From a very early age, scholars have expressed their interest in those organisational development issues of K-12 schools (e.g. Fullan, 1995). The contemporary complex challenges of most emerging economies are technology and culture integration (Hallinger, 1998). ...
... Moreover, to date, in the larger pool of literature from both developed and emerging economies across the globe, there is a lack of research about schools as learning organisations (Fullan, 1995;Silins & Mulford, 2004;Gil et al., 2019). Regularly, people consider schools as learning places for children rather than teachers and school managers, who are also learning day by day (Eaker & DuFour, 2009). ...
... For instance, knowledge socialisation and internalisation processes require similar organisational practices, which are related to teachers' individual engagement (Bowen et al., 2007), self-mission (OECD, 2016), and self-leadership (Gil et al., 2019). On the other hand, externalisation and combination processes involve a shared mission (Silins et al., 2002a), a shared responsibility (Fullan, 1995), an interdisciplinary collaboration (DuFour, 1997), informational analytics (Higgins et al., 2012), and knowledge sharing activities (OECD, 2016). These organisational practices are essential for creating a conducive environment for knowledge socialisation and internalisation processes. ...
The chaotic situation of today’s VUCA (volatility, uncertainty, complexity, and ambiguity) and TUNA (Turbulent, Uncertain, Novel, Ambiguous) world is bringing more and more active and passive reforms, including positive and negative aspects, that reform business models. Educational institutions are not exceptional. Regarding the nature of educational institutions’ operation in today’s rapidly changing context, school leaders also need to raise concerns similar to those of business managers from other industries: “How do their institutions continuously renovate to adapt to tomorrow’s world?” Thus, based on organisational learning theories, this project aims to establish a framework to evaluate educational leadership’s influence on the organisational knowledge circulation effectiveness within the K-12 education context. The study combines a structured literature review, bibliometrics analysis, and high-order structural equation model analysis on the survey for teachers among Vietnamese public and private K-12 schools. First, this project proposed and validated a toolset to measure educational leadership as a combination of principalship and teacher leadership. Second, it revealed new insights about the impacts of educational leadership, knowledge circulation, and school culture on teachers’ job satisfaction. The project also offers insights into teachers’ professional development activities across various school types and grade levels in Vietnam, which contribute to further continuous renovation of Vietnamese K-12 schools, and diversify the corpus of educational leadership studies. This project’s results extended the applications of organisational learning theories in K-12 education, as well as can be adopted to establish further knowledge management frameworks in other settings such as higher education or vocational education.
... As experiências espontâneas de aprendizagem profissional e as atividades planejadas e concretizadas nesse processo promovem o crescimento individual do professor (ou futuro professor) e do grupo, favorecem mudanças na qualidade do ensino e, assim, promovem o desenvolvimento profissional docente (Day, 2001;Richit, 2021). Fullan (1995) esclarece que as aprendizagens profissionais dos professores são concretizadas desde as primeiras experiências profissionais, alargando-se para toda a trajetória profissional dos professores em vista da natureza dinâmica e complexa dos contextos em que atuam. Essa compreensão é corroborada pelos estudos de Christopher Day. ...
... Assim concebida, a aprendizagem profissional incorpora a maioria ou todos esses elementos, favorecendo, por conseguinte, a aprendizagem dos alunos (Fullan, 1995;Day, 2001;Borko, 2004). Entretanto, as aprendizagens profissionais dependem da constituição de coletivos estruturados e comprometidos com o crescimento da equipe, coletivos que incentivem a aprendizagem por meio de atividades de discussão sobre o currículo e modos de operacionalizá-lo, favorecendo o desenvolvimento de mudanças curriculares (Darling-Hammond; Hyler; Gardner, 2017). ...
... Nesse espaço, os estagiários desenvolvem aprendizagens profissionais inerentes à docência (Day, 2001;Clandinin, 1986;Pimenta, 2010), relacionadas ao pensar e organizar o ensino em sala de aula (Tiezzi, 1992), aos modos de observar a aprendizagem dos alunos e auxiliá-los em suas dificuldades. O planejamento do ensino no contexto do estágio, mediado pela interação dialógica e reflexiva entre professores regentes, estagiários e alunos tomou por base a análise e a seleção de conteúdos, estratégias e recursos potencializadores da curiosidade, questionamento, formação e verificação de hipóteses (Ostetto, 2000), favorecendo o desenvolvimento dos alunos (Borko, 2004;Fullan, 1995) e, especialmente, o desenvolvimento profissional dos futuros professores. Assim compreendido, o planejamento foi valorizado pelos estagiários como forma de romper com o modelo tecnicista de concretização do ensino. ...
... Moreover, these experiences facilitate positive changes in the quality of teaching, thereby nurturing the trajectory of professional development (Day, 2001;Richit, 2021). Fullan (1995) elucidates that teachers' professional learning is an ongoing process that begins with their earliest professional experiences and continues throughout their entire career due to the dynamic and intricate nature of the educational contexts in which they operate. This view is further substantiated by the research of Christopher Day. ...
... Considering this perspective, professional learning encompasses a comprehensive array of elements, contributing to the promotion of student learning (Fullan, 1995;Day, 2001;Borko, 2004). However, for professional learning to flourish, it necessitates the establishment of structured collectives committed to the growth and development of the teaching team. ...
... This planning process involved the analysis and selection of content, strategies, and resources that fostered curiosity, encouraged questioning, hypothesis formation, and verification (Ostetto, 2000). Consequently, teaching planning fostered student development (Borko, 2004;Fullan, 1995) and, significantly, the professional development of prospective teachers. As a result, teaching planning was highly valued by prospective teachers to move away from the technical model of teaching implementation. ...
... A natureza da atividade docente, cuja dimensão central é o ensino, solicita dos professores o engajamento em um processo de desenvolvimento profissional ao longo da carreira (Day, 2001), que lhes oportunize alcançar os objetivos do ensino mediante a realização de práticas de sala de aula qualificadas e bem sucedidas. O conceito de desenvolvimento profissional docente está relacionado ao crescimento do professor no nível pessoal e profissional (Richit, 2020;2021), envolvendo toda e qualquer atividade ou processo voltado a melhorar o conhecimento, as atitudes, as crenças, as disposições, a compreensão e as ações do professor em seu papel presente ou futuro (Fullan, 1995). ...
... O knowledge of educational contexts é a categoria de conhecimento profissional que abrange desde o aspecto micro, como o funcionamento do grupo, da turma e da escola (Day, 2001;Clandinin, 2000), até o aspecto macro, como a organização, gestão e funcionamento escolar, as políticas educacionais, a dinâmica de interação entre os agentes escolares, assim como o caráter das comunidades e culturas (Hargreaves, 1995;Fullan, 1995 (Shulman, 1987;. ...
... Os estudos de Day propiciam, segundo Hargreaves (2003), uma visão alargada da aprendizagem profissional de professores, porque têm se debruçado a explicitar quais aprendizagens são realizadas pelo professor e compreender como, quando e como estas aprendizagens ocorrem. Sobre isso, Fullan (1995) diz que as aprendizagens profissionais dos professores são concretizadas desde as primeiras experiências profissionais, alargando-se para toda a trajetória profissional dos professores em vista da natureza dinâmica e complexa dos contextos em que atuam. ...
Apresenta-se um quadro teórico sobre desenvolvimento profissional docente a partir da sistematização e discussão das principais categorias teóricas subjacentes a este processo, as quais predominam na literatura internacional relacionada à formação de professores. Mediante o objetivo de evidenciar e discutir as dimensões subjacentes ao desenvolvimento profissional de professores procedeu-se uma revisão sistemática de literatura que permitiu constituir um quadro das principais categorias abordadas pelos teóricos relacionados à temática, mais referenciados no Google Acadêmico e com índice h-Scopus superior a 20. A análise qualitativa apontou cinco categorias basilares ao desenvolvimento profissional: conhecimento profissional–subsídios basilares à docência; aprendizagens profissionais–aprofundamento e ampliação de conhecimentos docentes; cultura profissional–valores, hábitos e práticas legitimadas por grupos de professores; dimensão ética da docência–compromisso individual e coletivo com a superação das desigualdades de oportunidades educativas e sociais; mudanças na prática–processos de crítica e modificação das práticas de sala de aula, crenças e disposições de professores.
... In view of the term "learning organizations" offered by Senge (1990), schools are described as learning organizations (Hallinger, 1998;Schechter and Feldman, 2010). However, it seems hard to characterize schools as genuine "learning organizations" (in terms of the ability to learn from failure) because schools are often more like bureaucratic institutions with rigid rules, policies and hierarchical structures which may hinder purposeful learning spirit inherent in learning organizations (Field, 2019;Fullan, 1995). Despite these bureaucratic challenges, minimizing traditional hierarchical structures by adopting a system of site-based management instead of a centralized administrative structure and by increasing the principal's autonomy may lessen some of the current organizational barriers that exist in educational organizations, thereby facilitating the effective implementation of LFF at schools. ...
... This supports the claim that organizational policies, structures and procedures can dishearten people from identifying failures and taking precautions against them (Lee et al., 2004). In addition, this finding also validates the assumptions that educational organizations are not learning oriented and thereby are far away from being learning organizations because of their heavy bureaucracy and traditional management perspectives (Field, 2019;Fullan, 1995). Last, domains of different failures by school levels suggest that principals are challenged with balancing the demands and expectations of multiple school constituents such as bureaucratic and centralized education system, increased quasi-market context and varying societal demands. ...
Educational organizations confront a number of failures along with successful practices. Although a potential learning source for organizations, failures encountered are not normally welcomed and utilized to improve future practices. However, the existing literature emphasizes that individuals and organizations can learn a lot from their failure by adopting a pragmatic understanding toward the concept of failure and implementing a learning-from-failure (LFF) approach in their practices. Drawing on these assumptions, the purpose of this study is to explore how school principals identify educational failures and implement an LFF approach in their managerial practices.
--Method--
This study adopted a qualitative research paradigm. The research was conducted in a middle-sized city in Turkey. The data for the study came from individual semi-structured interviews conducted with 12 school principals. The interview data were coded and analyzed using a conceptual coding framework.
--Findings--
Findings indicated that school principals’ definitions of failure are classified as learning related and nonlearning related. Failures were generally considered to be a learning opportunity rather than a complete loss, although principals’ identification of important examples of failure varied across school levels. In operating an LFF approach at schools, certain limitations existed such as a lack of institutional policy and professional skills, heavy workload and limited autonomy.
--Originality/value--
This study attempted to explore domains of educational failures and the application of an LFF approach at educational organizations. The LFF approach has previously been studied and discussed in business organizations. This study applied the concept to the education field.
... Some studies suggested trust and mutual interest as pre-requisites for effective collaboration (Friend & Cook, 2013;M. Fullan, 1995;A. Hargreaves & O'Connor, 2017;Little, 1999), whilst others showed that participating in collaboration can help build trust and mutual relationships (Devlin-Scherer & Sardone, 2013). Devlin-Scherer and Sardone (2013) found a multi-year collaboration between two faculty members from a University in the USA resulted in a long-lasting profe ...
... Whilst there is a plethora of studies that investigate the benefit of teachers' collaboration and the way collaboration can be initiated and sustained (Avalos, 2011;Bredo, 1975;Breen, 2006;Brodie, 2013;Butler et al., 2004;Butler & Schnellert, 2012;Clement & Vandenberghe, 2000;Cranston, 2009;Cullen, 2006;Englert & Tarrant, 1995;Friend & Cook, 1992;M. Fullan, 1995;Hedegaard, 1998;Little, 1999Little, , 2003Retallick, 1999;Rhodes & Beneicke, 2002;Stoll & Louis, 2007;Thornton, 2006), the way teachers collaborate in a school is relatively unexplored. This current study investigated the nature of teachers' collaboration. To do so, the nature of the Community of Practice (CoP) within the school, the dom ...
This study investigated how teachers in a rural primary school in Bangladesh understood collaboration, how it was exercised in a daily routine context and the factors that influenced their collaborative activities in a school setting. Teachers’ collaboration in such a Low- and Middle-Income Country (LMIC) context is underexplored. Moreover, collaborative professional development is a policy imperative in this country, and it was assumed that findings of this study may inform teachers, policymakers and teacher educators when designing and implementing School-Based Teacher Development (SBTD) programmes.
A Critical Realist (CR) philosophy was adopted which calls for an understanding of the deep social structure and human agency to understand a social event. It allowed an in-depth understanding of the social context of the school and the agency of the teachers. An ethnographic approach adopted in this study helped to obtain authentic data about teachers’ day-to-day collaborative practice in the school context.
A range of data collection methods including the audio recording of staffroom conversations, participant observations and interviews was undertaken for two months. A thematic analysis of the data showed that teachers understood collaboration as a matter of their day-to-day activities, which are not restricted to formal professional works but also include a range of informal, professional, social and emotional activities. Teachers were involved in planned and unplanned collaboration with the majority of them being unplanned social conversations. Yet, the collaborative activities seemed to have little impact on teachers’ professional development. Teachers’ understanding of collaboration and the nature of their collaborative activities were very much shaped by the wider culture and organisational norms and regulations. This study concluded that teachers need to be supported to use the collaborative spaces for their professional development. Further research is needed to identify the way teachers can be supported to utilise their collaboration.
... A classic definition is by Senge (1990) who views a LO as "an organisation where people continually expand their capacity to create the results they truly desire, where new and expansive patterns of thinking are nurtured, where collective aspiration is set free, and where people are continuously learning to see the whole together" (Senge et al., 2010, p. 3). Despite the plurality of definitions of a LO, researchers generally agree that a LO is essentially an organisation that rallies people around a common vision so as to enable them to make sense of their changing circumstances and create knowledge (Watkins & Marsick, 1996; for a good discussion and critique of LO, see Caldwell, 2012;Diggins, 1997;Driver, 2002;Easterby-Smith et al., 1998;Eijkman, 2011;Garvin, 1993;Garvin, Edmundson & Gino, 2008;Henderson, 1997;Fullan, 1995;Gandolfi, 2006;Giles & Hargreaves, 2006;Johnson & Caldwell, 2001;McHugh et al., 1998;Senge et al., 2010;Silins, Zarin & Mulford, 2002;Smith, 2008). ...
... 23-24). Fullan (1995) maintains that what is quintessential in a learning school is not simply more time for learning but also a reinvention of the school around learning that "involves a wholesale change in the culture and organisation of schooling" (p. 233). ...
The article provides an explicit philosophical basis of a 'learning school' by delineating a Daoist interpretation. A learning school is characterised by a student-centred vision, supportive leadership as well as a culture of collaboration and critical inquiry. With reference to the Daodejing, this paper expounds on the saliency of the concepts of dao (way-making), wuwei (non-coercive acting) and wuzhi (non-dogmatic knowing) to the learning school. It is argued that a Daoist learning school is one where all the staff, individually and together, engage in continuous learning in a spirit of deference and authenticity. It is further maintained that a Daoist perspective which emphasises harmony, accommodation and self-reflexivity avoids a key critique of a learning school as imposing desired outcomes on its members and pressuring them for conformity. Grounding the notion of a learning school in an ancient Chinese paradigm, this article contributes to the diverse understandings, possibilities and debates surrounding such a school model.
... Instead, he advocates for a dedicated and collaborative team effort to create a thriving school environment. (1991) and Fullan (1995) emphasize the critical role of school culture in fostering teacher well-being and effectiveness. Friedman explores how a supportive environment, in which teachers are recognized as professionals, can significantly reduce burnout, ultimately enhancing their engagement and performance. ...
Principals plays a decisive role in shaping school culture. First, based on teachers’ perceptions, this research explores indicators that differentiate schools with a positive culture from those with a negative culture. Second, it investigates potential perceptual differences between teachers and principals regarding school culture. The research approach is a grounded theory, utilizing unstructured interviews with principals, semi-structured interviews with school teachers, and observations conducted over a two-month period. The study population includes teachers and principals from eight secondary schools. From this population, the study sample consists of 12 principals and 137 teachers. The study findings evidenced that schools with a positive culture stand out for fostering a culture of cooperation among staff, celebrating school achievements, and collaborating in groups to develop curricular plans and programs. Furthermore, schools with a positive culture maintain strong connections with the community through participation in local ceremonies and adherence to community customs. The study concludes that the actions taken by leaders are closely associated with changes in school culture over time. Schools characterized by a positive culture cultivate a benevolent and productive environment, fostering satisfaction among staff. In contrast, schools with a negative culture often exhibit manifestations such as indifference, fragmentation, interpersonal conflicts, and a lack of job satisfaction.
... Συνοψίζοντας τις θεωρίες και τις έννοιες που συνδέονται μεταξύ τους και σχετίζονται με την έννοια του οργανισμού μάθησης, αυτή περιλαμβάνει την πορεία του οργανισμού προς ένα κοινό στόχο -όραμα (Park, 2008), έχοντας ως βασική αξία τη συνεργασία μεταξύ των μελών του οργανισμού (Fullan, 1995), την ύπαρξη συνεχών ευκαιριών μάθησης (Watkins & Marsick, 1996) και τη διαρκή αλληλεπίδραση με το περιβάλλον του οργανισμού (Fullan, 1995· Park, 2008. Στην πορεία αυτή αλλάζουν οι υπάρχουσες πρακτικές, αξίες και τρόποι λήψης αποφάσεων δημιουργώντας έτσι μια νέα κουλτούρα στον οργανισμό. ...
The concept of learning organizations has developed significantly over the last 30 years. The study of the effort to transform an organization into a learning organization is based on a systemic view and is dominated by the ideas of collaboration, shared vision and common goals, as well as continuous learning and improvement. Schools as educational organizations can be transformed into learning organizations with multiple benefits for teachers and students. The work initially aims at the conceptual demarcation of the basic theoretical concepts it deals with, the concept of learning organization, organizational culture and educational leadership. The analysis of the transformation of an elementary school into a learning organization is attempted, documenting the need for transformation of the organization and the benefits arising from the process are reported. The elements of organizational culture that are considered necessary to achieve the transformation are formulated. Finally, the role of leadership in this process is defined. The analysis of the process and the resulting benefits can be a guide for training executives to attempt change. Περίληψη: Η έννοια των οργανισμών μάθησης αναπτύχθηκε ιδιαίτερα τα τελευταία 30 έτη. Η μελέτη για την προσπάθεια μετασχηματισμού ενός οργανισμού σε οργανισμό μάθησης βασίζεται στη συστημική θεώρηση και κυριαρχούν οι ιδέες της συνεργασίας, του κοινού οράματος και των κοινών στόχων, καθώς και της συνεχούς μάθησης και βελτίωσης. Τα σχολεία ως οργανισμοί εκπαίδευσης μπορούν να μετασχηματιστούν σε οργανισμούς μάθησης με πολλαπλά οφέλη για εκπαιδευτικούς και μαθητές. Η εργασία έχει ως στόχο αρχικά την εννοιολογική οριοθέτηση των βασικών θεωρητικών εννοιών που πραγματεύεται, την έννοια του οργανισμού μάθησης, της οργανωσιακής κουλτούρας και της εκπαιδευτικής ηγεσίας. Επιχειρείται η ανάλυση της μετατροπής ενός δημοτικού σχολείου σε οργανισμό μάθησης, τεκμηριώνοντας την ανάγκη για μετασχηματισμό του οργανισμού στα πλαίσια του ελληνικού εκπαιδευτικού συστήματος και αναφέρονται τα οφέλη που προκύπτουν από τη διαδικασία. Διατυπώνονται τα στοιχεία της οργανωσιακής κουλτούρας που θεωρούνται ως απαραίτητα για την επίτευξη του μετασχηματισμού. Τέλος, προσδιορίζεται ο ρόλος της ηγεσίας κατά τη διαδικασία αυτή. Η ανάλυση της διαδικασίας και των οφελών που προκύπτουν μπορεί να αποτελέσει τόσο οδηγό προς τα στελέχη εκπαίδευσης προκειμένου να επιχειρήσουν τη
... A third important feature of a learning school is that the school community always seeks continuous capacity development. The two indicators of this are improving knowledge and skills, and also improving information sharing processes and skills (Fullan 1995). ...
... Η πανδημία του κορωνοϊού Covid -19, η οποία εξαπλώθηκε και στην Ελλάδα από τον Φεβρουάριο του 2020 και μετά, ανέδειξε σε ακόμα μεγαλύτερο βαθμό την ανάγκη μετασχηματισμού ενός εκπαιδευτικού οργανισμού σε μανθάνοντα οργανισμό, σε οργανισμό δηλαδή που αποσκοπεί αλλαγές στην ίδια του την κουλτούρα και το επαγγελματικό προφίλ των εκπαιδευτικών της (Fullan, 1995). Με τον μετασχηματισμό αυτό είναι δυνατόν να 233 ανταπεξέλθει με αποτελεσματικότητα στις ραγδαίως εξελισσόμενες συνθήκες. ...
Το θέμα της συγκεκριμένης έρευνας αφορά τις αλλαγές που εφάρμοσε το ελληνικό δημοτικό σχολείο προκειμένου να ανταποκριθεί στις εκπαιδευτικές συνθήκες που δημιούργησε η πανδημία Covid - 19. Ο κορωνοϊός Covid - 19 ανέδειξε σε μεγαλύτερο βαθμό την ανάγκη να μετασχηματιστεί μια εκπαιδευτική μονάδα σε μανθάνοντα οργανισμό, σε οργανισμό δηλαδή που στοχεύει σε αλλαγές στην ίδια του την κουλτούρα και το επαγγελματικό προφίλ των εκπαιδευτικών της. Συγκεκριμένα οι πλατφόρμες εξ αποστάσεως εκπαίδευσης αναδείχθηκαν σε σημαντικά «εργαλεία» στα χέρια του εκπαιδευτικού προκειμένου να διδάξει τους/ τις μαθητές/ τριες του. Ο αποτελεσματικός χειρισμός, λοιπόν, των συγκεκριμένων πλατφορμών επηρεάζει την αποτελεσματικότητα της παρεχόμενης εκπαίδευσης από τον/ την εκπαιδευτικό. Η παρούσα έρευνα αποσκοπεί στη διερεύνηση της
επίδρασης του επιπέδου σπουδών στις αντιλήψεις των εκπαιδευτικών των δημοτικών σχολείων του νομού Αχαΐας στην χρήση των πλατφορμών εξ αποστάσεως εκπαίδευσης.
... Yet "formalizing" informal learning can also become a technique of managing subjectivities according to organizational goals, "empowering" workers whilst increasing surveillance and regulation (Garrick & Usher). In the field of education, informal modes of learning and leadership, such as action research and "learning communities," also have increasing purchase in the literatures of teachers' professional development and school change (Darling-Hammond & Sykes, 1999;Fullan, 1995;Harris, 2003;Hoekstra, Beijaard, Brekelmans, & Korthagen, 2007;Katzenmeyer & Moller, 1996;Williams, 2003). ...
This paper makes two contributions. First, it develops a typology of “informal learning” that illuminates the different discourses of the hidden, yet important (as well as problematic), orientations to informal learning. This typology is then used to deepen analyses of teachers’ workplace “informal learning” derived from a 10-year empirical study on Canadian teachers’ work and learning. Three main themes are identified: the difficulty of differentiating informal and formal learning at the empirical level; the limitations of the research methods used to illuminate more tacit levels of learning; and the challenges to collaborative learning under the continued institutional rigidity of schooling. Additionally, under present conditions of work intensification, a significant portion of teachers’ informal learning is reactive rather than deliberative. The paper suggests that although it may be seductive for some teachers, or even necessary for teachers without secure positions, to take up the subject position of “empowered lifelong learner”, this move cannot be assumed to represent increased autonomy. Résumé Cet article est doublement utile. D’abord, il établit une typologie de «l’apprentissage non formel» qui fait ressortir les différents discours sur les orientations tacites, mais tout de même importantes (et problématiques) dans ce domaine. Cette typologie sert par la suite de base à une analyse plus approfondie de «l’apprentissage non formel» des enseignants à partir d’une étude canadienne sur le travail et le perfectionnement professionnel des enseignants, qui a duré 10 ans. L’article identifie trois thématiques : la difficulté inhérente à distinguer l’apprentissage formel de l’apprentissage non formel sur le plan pratique; les limites des méthodes de recherche utilisées dans l’identification de niveaux d’apprentissage moins évidents; et les défis liés à l’apprentissage coopératif dans le contexte de rigidité institutionnelle constante de l’école. De surcroît, à une époque d’intensification du travail, bon nombre d’enseignants optent pour l’apprentissage informel par obligation plutôt que par choix. L’article suggère enfin que même s’il peut être séduisant pour certains enseignants, ou même essentiel pour les enseignants sans assignation permanente d’opter pour l’apprentissage tout au long de la vie, cela ne signifie toutefois une plus grande autonomie.
... This research acknowledges the significance of applying principles of adult learning to facilitate organizational change, offering perspectives on harnessing the knowledge and experiences within the workforce. Fullan's (1995) examination of the school as a learning organization connects theoretical concepts with practical applications, highlighting the relevance of implementing learning organization principles in educational environments. This study broadens the scope of learning organizations, illustrating their relevance beyond the corporate sector and into the realm of education. ...
Learning organizations have garnered substantial attention for their capacity to augment organizational performance and adaptability within dynamic environments. The concept underscores the significance of continuous learning, knowledge creation, and knowledge sharing within organizational frameworks. This literature review offers a comprehensive overview of research findings concerning learning organizations, encompassing their definition, characteristics, benefits, challenges, and future research directions. The narrative explores seminal works by influential theorists such as Peter Senge, and delves into the distinctive features that characterize learning organizations. Additionally, it examines the benefits associated with cultivating learning organizations, ranging from improved performance to heightened employee satisfaction. Notwithstanding their advantages, the review addresses the challenges organizations encounter in the pursuit of becoming learning organizations, emphasizing the need for a supportive learning culture and the integration of technology. The discussion extends to the potential role of federated learning in facilitating collaborative knowledge creation, particularly in industries prioritizing data privacy and security. Furthermore, the review identifies knowledge gaps in the existing literature, emphasizing the necessity for robust metrics to measure learning organization capabilities and the exploration of leadership's role in sustaining these organizations. The integration of diverse perspectives from studies on organizational learning, leadership, and emerging technologies, such as federated learning, contributes to a holistic understanding of learning organizations. Concluding insights highlight the critical importance of learning organizations in navigating the complexities of the modern business landscape and underscore the potential avenues for future research in this dynamic field.
... In Québec, unfortunately, the education reform launched in 1997 failed to meet its anticipated goals, as its application in the classroom was unsuccessful, particularly in terms of improving teaching practices and student learning (Cardin et al., 2013). These observations are not new, as more than 25 years ago several authors predicted that without solid professional interaction networks, government initiatives and proposals for structural changes would neither translate to nor sustain any tangible pedagogical and curricular improvements in the classroom (Fullan, 1995). It is precisely for this reason that considering the different contextual variables presented in this study is imperative in any important decision-making process. ...
This study examines the practices and perceptions of Canadian teachers (N = 172) from the provinces of Québec and New Brunswick with respect to the professional learning community (PLC) in light of several sociodemographic and socioprofessional characteristics of the teachers and those of their school. Factor analyses and correlation tests were thus conducted to determine factor validity and the presence of between-factor connections. The conceptual framework was composed of three groups of predictive factors, namely, material and school-based (material capital), human (human capital), and social (social capital) conditions. This study will enrich the knowledge base on PLCs by describing certain positive and negative correlations and will also contribute to school practices and decisions to prepare and improve the development of Professional learning communities (PLCs) and guide them toward total sustainment. Keywords: Professional learning communities, School environment, Teacher collaboration, PLC teacher beliefs/perceptions, PLC teacher practices Cette étude porte sur les pratiques et les perceptions d’enseignants canadiens (N = 172) provenant du Québec et du Nouveau-Brunswick à l'égard de la communauté d'apprentissage professionnelle (CAP) et ce, en lien avec plusieurs de leurs caractéristiques sociodémographiques et socioprofessionnelles et de celles relatives à leur école. Des analyses factorielles et des tests de corrélation ont été effectués pour examiner la validité factorielle et les liens entre les facteurs. Le cadre conceptuel est composé de trois groupes de facteurs, à savoir les conditions matérielles et institutionnelles (capital matériel), humaines (capital humain) et sociales (capital social). Cette étude enrichit la base de connaissances sur les CAP en décrivant certaines corrélations positives et négatives et contribue également aux pratiques et aux décisions prises dans les écoles afin de préparer et d’améliorer le développement des CAP, et ce, pour amener celles-ci vers la maturité. Mots clés: Communautés d'apprentissage professionnelles (CAP); environnement scolaire; collaboration des enseignants; croyances et perceptions des enseignants; pratiques des enseignants en CAP.
... It is argued that for a school to become a learning organization itself needs to renew its didactic and pedagogical approaches and practices, shape them according to modern scientific theories and adapt them to the requirements of the social environment (Senge et al., 2012). The transformation of a school into a learning organization necessitates time and structural changes, which in turn, require radical changes in the culture and design of teacher's professional profile which should be 'experts in (a) teaching and learning (b) collaboration (c) context, (d) continuous learning for themselves, (e) change process and (f) moral purpose' (Fullan, 1995). ...
This study aims to explore the effect of servant leadership on Greek public secondary schools operating as learning organizations. Over 192 public school principals completed both the servant leadership questionnaire (SLQ) and the dimensions of learning organization questionnaire (DLOG). A quantitative survey was conducted all over the country. From a practical standpoint, servant leadership seems not to be impractical as it is exercised to a moderate degree. Schools act as learning organizations to a moderate to strong degree. The results of the multilevel analysis emphasize the importance of empowerment, emotional healing and creating value for the community as major predictors of establishing a school-based organizational learning culture. Furthermore, employment status, teacher qualifications and school size have a significant impact on the perceived learning organization culture. Findings are expected to encourage managers to embrace and adopt the doctrine of servant leadership as a whole to improve long-term performance.
... Today's educational management in schools face various, often conceptually different educational reforms that present big challenges to their operational and strategic activities. As stated by Fullan (1995), the educational systems are in its core conservative and any change often comes to a non-fruitful soil so it becomes, at best, a surface change. If any change is to be executed, the transformation needs to be essential and fundamental. ...
This review paper brings an outline of information gathered from content analysis of available scientific literature on Professional Learning Communities in schools. As it is not a new concept in education, we feel the need to explore nowadays understanding and practical implications, both positive and negative, of this concept in schools. With the current strong digital transformation of today's schools, comes the need for new strategies and transformation of approaches to empowering teachers towards efficient and sustainable collaborative work in their professional learning communities. The aim of this research was to find new evidence that would help neoteric researchers, education authorities and decision makers in schools to instigate the use of this concept, upgrade crucial aspects of these communities and boost their efficiency to better the educational process in schools. Research has shown various possibilities and strong potential of this concept which should be considered a valuable asset of human resource management in education.
... Por. koncepcję szkoły jako organizacji uczącej się (zob. np.Fullan, 1995). ...
... A traditional school organization can be renewed through reculturation, a process during which the school community, primarily the teaching staff, by reviewing and rethinking their educational goals, formulate and put into operation new values and supportive norms so that they penetrate the entire organization. Resilient teachers can only work effectively as members of a cooperating teaching community (Agasisti et al. 2018;Bacskai 2015;Fullan 1995;Hargreaves et al. 2005;Hemmings 2012;Wellensiek 2014). ...
There are various international encyclopedias and handbooks on the sociology of education available to education researchers worldwide, encompassing an immense and irreproducible body of knowledge. However, education is as much embedded in a certain region’s society as it is within global phenomena. This volume has been compiled by a group of education researchers, and aims to identify the most important factors affecting the processes of education, based on research on the social reality of the Central and Eastern European region. The chapters of this book are arranged into three thematic units. i)Theories in the sociology of education, ii)Communities involved in education. iii) The contexts of education. This volume gives a comprehensive picture not only in terms of its subject matter but also with respect to the wide range of international literature referred to. Its use as a textbook at various levels of higher education is facilitated by definitions of the key concepts at the beginning of each chapter, as well as by a set of questions and tasks, in addition to recommended further reading at the end of each chapter. As is the case with all books, the full meaning of the words and sentences unfolds through readers’ interpretations; therefore, all readers are kindly invited to join the interpretive community of the sociologists of education.
... Today's educational management in schools face various, often conceptually different educational reforms that present big challenges to their operational and strategic activities. As stated by Fullan (1995), the educational systems are in its core conservative and any change often comes to a non-fruitful soil so it becomes, at best, a surface change. If any change is to be executed, the transformation needs to be essential and fundamental. ...
The development of pedagogy in Croatia in the period between the two world wars was strongly influenced by reformist trends. Cultural pedagogy, also called theoretical or philosophical pedagogy, explores pedagogy as a scientific discipline and fundamental teleological questions of pedagogy and education. It is based, on the one hand, on conceptual pluralism, individualism in education, and balanced approach to child’s personality needs and, on the other, on community expectations, increasing the appreciation of child’s personality. Cultural pedagogy contributed considerably to the establishment of academic autonomy of pedagogy and education, to the clarification of relationships between pedagogy and education, pedagogy and philosophy, psychology and culture in general, of relationships between culture and education, and personality and education, as well as to the problem of defining educational goals and a number of other essential pedagogical questions.
A productive development of pedagogy in Croatia was crudely interrupted after the Second World War. Within the new, socialist socio-political framework and under ideological control, pedagogy was forced to forget its heritage and break ties with international developments.
After independence and renewed pluralisation of society in the 1990s what predominates is an eclectic selection of various pedagogic research from among international resources, without critical questioning of their theoretical and methodological grounds, without exploration of the meaning and purposefulness of pedagogy and education.
The following paper analyses circumstances and consequences of the disappearance of pedagogic teleology, which has reduced pedagogy in Croatia to studying educational methods.
... The coronavirus Covid -19, which has spread to Greece since the beginning of 2020, has helped to highlight the need to transform an educational unit into a learning organization, an organization that transforms its own culture and the professional identity of its members [1]. ...
... Learning communities can be understood as a school's collaborative culture, characterised by shared values, visions and learning orientations (Vangrieken 2018). For example, research on professional development has suggested that organisations should expand opportunities for continual learning and foster collaborative work cultures (Day 1999;Fullan 1995;Fullan and Hargreaves 2016;Senge 1990). The key is to understand how to increase individuals' learning capacity because "organisations learn only through individuals who learn" (Senge 1990, 139). ...
This study examined representations of Finnish basic education teachers’ mental models of collaboration to reveal the background features that enable or hinder changes in a school community and teacher collaboration. In this case study, we explored 41 teachers’ mental models of collaboration in a one-school community to identify and understand the features that enhance or challenge collaboration. The findings raise the question of how collaboration can support a school’s transition to a unified comprehensive school, when teachers are accustomed to working alone with a strong sense of autonomy and diverse mental models of collaboration. The findings revealed that collaboration is mainly limited to planning and sharing ideas and that teachers’ involvement in administrative work limits pedagogical discussions between teachers. Our findings suggest that the mental models examined may play a crucial role in building a school’s collaborative culture, promoting curriculum principles and developing a learning community.
... The national education system is expected to be able to ensure equal distribution of education, quality improvement, and relevance and efficiency of education management to face the challenges and demands of changing local, national, and global life (Hermanto, 2020). So it is necessary to reform education in a planned, directed, and sustainable manner (Fullan, 1995). However, by looking at the development of the world of education today, there are still many people who state that the quality of education is still visible low, namely leaders of educational institutions (principals) who are less skilled in their fields, especially in carrying out good supervision, unprofessional teaching staff, education staff, infrastructure, and participants teach him. ...
Clinical supervision is an important part of the management aspect in an effort to oversee the implementation of education (from managerial and academic aspects) to improve quality (processes and services) in educational institutions. This article aims to help or facilitate the schools and teachers of MIS Al-Ittihadiyah Pangkalan Mansyur in order to carry out their duties and responsibilities to the fullest. This study uses a descriptive qualitative approach. This means using a case study research design with a supervision instrument. So in analyzing it, the author uses interactive model data analysis, namely data reduction, data display and conclusion drawing/verification. This study shows that the implementation of clinical supervision in improving the quality of teacher performance at MIS Al-Ittihadiyah must be thoroughly reviewed, so that it can create qualified and competent and competitive teachers in the future. So as to be able to create human resources in accordance with the needs of the 21st century
... However these models met criticism: for being ill-defined (Santa, 2015;Field, 2019), for being aspirational rather than functional (Harris & Jones, 2018), for being overly broad in scope (Schechter, 2008) and for being vague (Örtenblad, 2002, 2004). Over time, a variety of definitions and models were proposed (Fullan, 1995;Strain, 2000;Kruse, 2003;Giles & Hargreaves, 2006;DuFour, 2016). These propositions were similar in viewing the potential for organisations to interact with their environment, to harness individual, team and organisation, and generate new knowledge. ...
Given the pace and complexity of change for schools globally, this study investigates how leaders of international schools are navigating the future for the organisations they lead. The research draws on two pieces of existing literature, firstly that of Adaptive Leadership Theory which has mainly evolved outside the education sector and secondly literature related to the School as a Learning Organisation (SLO) which has not specifically been defined within the international school context. This study explores how relevant and applicable these two concepts are for international schools and investigates what the relationship is between the two concepts. This study is qualitative, using eleven semi-structured interviews with educational leaders working in the international school sector. The participants within this study defined, with a strong degree of consistency, their view of schools as adaptive organisations and of adaptive leadership, identifying three overarching themes: openness, strong sense of identity and empowerment. Participants also defined a set of adaptive leadership behaviours which they viewed as essential for growing adaptive capacity in international school leaders. From the data analysed within this study, the SLO concept is relevant and applicable to an international school context. This research contributes to a gap in the knowledge base relating to adaptivity in the education context, specifically in relation to international schools. Detail is provided on the characteristics of an adaptive international school and adaptive international school leadership. The research provides confidence for the applicability of the SLO model in international schools and defines the interrelationship between this and the concept of adaptivity.
... To foster a productive learning culture, OLMs should be embedded in a shared sense of trust and accountability (Argyris and Schon, 1996). Fullan (1995) argued that what schools need is to first or at least hand in hand with structural efforts, initiate a reculturing process in which TLO teachers will collaboratively become continuous learners. Taking this a step further, as it takes considerable time and effort for teachers to feel comfortable in collective learning forums, it is imperative to establish learning values prior to initiating curricular, instructional or structural changes. ...
Purpose
Organizational learning (OL) has been conceptualized as a critical component in school change processes. Nevertheless, OL in the school context is still somewhat obscure and difficult to comprehend, thus it is rarely translated into operational structures and processes and later permanently sustained. The purpose of this study is to present the organizational learning mechanisms (OLMs) framework as an institutionalized arrangement for collecting, disseminating, analyzing, storing, retrieving and using information that is relevant to the performance of school systems.
Design/methodology/approach
First, the authors examine the previous research on OLMs as a conceptual framework for OL in schools; then the authors present the various validated measures of OLMs in schools; and finally, the authors suggest implications for principals, as well as future explorations of the issue.
Findings
While the literature on OL in schools acknowledges the mystification of the term and the difficulty in translating it into operative procedures in dynamic and complex contexts, OLMs, as an integration of structural and cultural frameworks, are conceptualized as scaffolding for the development of learning schools.
Originality/value
The OLMs’ (structural and cultural) framework of information processing may help schools develop and sustain learning communities aimed at fostering the continuous growth of students and faculty members alike.
... O próprio termo "organização que aprende" se origina na teoria do pensamento sistêmico desenvolvida por von Bertalanffy (1934). A teoria das organizações que aprendem foi elaborada por Argyris e Schon (1978), Senge et al. (1990), dentre outros autores, que estenderam o uso do conceito de organizações de aprendizagem para o estudo de escolas, de forma que hoje essas ideias se tornaram amplamente aceitas quando se pensa sobre a mudança escolar (Senge, 2000;Fullan, 1995;2001;Hargreaves e Fullan, 2012;e Bryk e Scheider, 2002). Para se ter uma ideia mais clara, uma análise recente sobre bolsas de estudos em escolas como formas de organização de aprendizagem (Kools e Stoll, 2016, p. 61-63) sintetiza essa literatura em sete dimensões: ...
Muitos dos desafios e oportunidades atuais da humanidade são de natureza
global, compartilhados através das fronteiras, o tipo de desafio que não
pode ser enfrentado com êxito dentro dos limites de um Estado nacional.
Da mudança climática ao comércio, das pandemias à segurança, da governança ao avanço da ciência, resolver adequadamente esses desafios requer
educar todas as pessoas para que os compreendam, se interessem por eles
e tenham os conhecimentos e habilidades necessários para abordá-los a
partir de suas respectivas esferas de ação. A educação global é a área de
estudo e de prática educacional de cidadãos globais que se ocupa desse
propósito. Esse campo possui uma longa história, embora a história da
educação de cidadãos globais inclua mais êxitos em pequena escala do que
casos de transformações educacionais em grande escala, digamos, uma
reforma educacional nacional ou em todo um estado. A análise que realizei
sobre a literatura acadêmica sobre a educação de cidadãos globais e sobre
a literatura que descreve a prática da educação global sugere que não têm
ocorrido interações suficientemente produtivas entre esses dois campos.
... Αυτό είναι ένα όραμα που συνάδει με την αποστολή των δημόσιων σχολείων στις συνεχώς μεταβαλλόμενες και παγκοσμιοποιημένες συνθήκες του 21 ου αιώνα, το οποίο πρέπει να προβληθεί, να γενικευτεί και να γίνει σταδιακά εκπαιδευτική πραγματικότητα για όλα τα σχολεία, ώστε να μη μείνει απλώς ένα ανεκπλήρωτο όνειρο (Fullan, 1995). ...
Σκοπός της παρούσας εργασίας είναι να εξετάσει τον ρόλο του στυλ ηγεσίας
των διευθυντών/ντριών και των αντίστοιχων πρακτικών στον μετασχηματισμό και τη
λειτουργία σχολείων Δημόσιας Δευτεροβάθμιας Εκπαίδευσης (Δ.Δ.Ε.), ως Οργανισμών Μάθησης (Ο.Μ.), διαμέσου των αντιλήψεων των εκπαιδευτικών. Η εργασία βασίστηκε στην πρωτογενή ποσοτική έρευνα που διεξήχθη με ερευνητικό εργαλείο το δομημένο ερωτηματολόγιο. Στην έρευνα συμμετείχαν 165 εκπαιδευτικοί Δ.Δ.Ε., γενικής και επαγγελματικής, που το σχολικό έτος 2019-2020 υπηρετούσαν σε σχολεία των Διευθύνσεων Δευτεροβάθμιας Εκπαίδευσης Α' και Β' Αθήνας. Σύμφωνα με τα σημαντικότερα ευρήματα, από τα ηγετικά στυλ που εξετάστηκαν, διαπιστώνεται θετική συσχέτιση ανάμεσα στη «Μετασχηματιστική Ηγεσία» και στη διάσταση «Αμοιβή βάσει επίδοσης», της «Συναλλακτικής Ηγεσίας», που κυρίως έχουν υιοθετηθεί από τους διευθυντές/ντριες και στη λειτουργία των σχολείων Δ.Δ.Ε. της Α' και Β' Αθήνας, ως Ο.Μ. Η λειτουργία τους ως Ο.Μ. εντοπίζεται σε βαθμό, κατά μέσο όρο, άνω του μετρίου, όχι όμως υψηλό. Επίσης, επιβεβαιώνεται ότι η «Μετασχηματιστική Ηγεσία» πρωταγωνιστεί, ως η βασικότερη αιτία, στο μετασχηματισμό των σχολείων σε Ο.Μ. και σε συνδυασμό με την «Αμοιβή βάσει επίδοσης» συμβάλλει στην
αποτελεσματικότερη λειτουργία τους. Τέλος, αποκαλύπτεται ότι οι αντιλήψεις των εκπαιδευτικών διαφέρουν, ανάλογα με το αν υπηρετούν στη γενική ή επαγγελματική εκπαίδευση, μόνο ως προς το στυλ της «Συναλλακτικής Ηγεσίας», με το οποίο φαίνεται να είναι πιο εξοικειωμένοι οι εκπαιδευτικοί της γενικής εκπαίδευσης.
... Παράλληλα, ο οργανισμός μάθησης βασίζεται στην ύπαρξη μιας κουλτούρας που θα επιτρέπει την επικοινωνία μεταξύ των εκπαιδευτικών και την ουσιώδη συνεργασία τους εντός του εκπαιδευτικού οργανισμού. Έτσι, η μεταβολή της κουλτούρας θεωρείται επιβεβλημένη για τη μετατροπή των σχολικών οργανισμών σε οργανισμούς μάθησης (Fullan, 1995). Καθώς δε η ηγεσία έχει κεντρικό ρόλο στη διαμόρφωση της κουλτούρας του οργανισμού μάθησης, η μελέτη των σχετικών επιδράσεων είναι επιβεβλημένη. ...
Η παρούσα έρευνα διερευνά τη σχέση του ηγετικού προφίλ του διευθυντή και του αισθήματος συλλογικής αποτελεσματικότητας στο σχολικό περιβάλλον, στο μετασχηματισμό του σχολείου σε οργανισμό μάθησης, μέσα από τις απόψεις εκπαιδευτικών Α/θμιας Εκπαίδευσης. Στην έρευνα συμμετείχαν 152 εκπαιδευτικοί. Η έρευνα είχε τη μορφή μελέτης επισκόπησης με τη χρήση ερωτηματολογίου αυτοαναφοράς και ερωτήσεις κλειστού τύπου. Από τα αποτελέσματα προέκυψε ότι η αποτίμηση για τον οργανισμό μάθησης σχετίζεται θετικά με το αίσθημα συλλογικής αποτελεσματικότητας και τις διαστάσεις του ηγετικού προφίλ, με εξαίρεση τις διαστάσεις της προς αποφυγή και της κατ' εξαίρεση παθητικής ηγεσίας, όπου οι συσχετίσεις ήταν αρνητικές και στατιστικά σημαντικές.
... The ARG model helps a faculty member to create a learning community. Learning communities in education has recently gained popularity due to its potential to transform learners in ways that are meaningful and enduring [10][11][12][13][14][15][16] . This notion holds for engineering education as well as classrooms, laboratories, and research groups are shifting from teacher-centered to student-centered approaches as illustrated, for example, by several authors [17][18][19][20] . ...
... Örgütsel amaçlara ulaşma sürecinde örgütü oluşturan bireylerin faaliyet alanında rastlanılan yada elde edilen yeni bilgi ve deneyimleri öğrenme konusunda istekli ve katılımcı davranışlar göstermesi beklenmektedir (Koffman & Senge, 1993). Örgütsel öğrenme olarak ifade edilebilecek bu yolculukta birbirleri ile iletişim halindeki grup üyelerinin ve yöneticilerinin ahlaki değerleri, kişilik yapılan, ön yargıları, iletişim konusunda istekli ve bilinçli olmaları ve tecrübeleri büyük bir öneme sahiptir (Fullan, 1995;Popper, 1998). Buna ilaveten, yöneticilerin örgütsel öğrenme sürecine yaklaşımı ve yönetim için kullandığı araçlar da örgütsel öğrenmede oldukça etkilidir (Schechter, 2007). ...
Bu çalışma, ilkokullarda görevli yöneticiler tarafından kullanılan güç kaynaklarının örgütsel öğrenme üzerindeki etkilerini konu almaktadır. Çalışma kapsamında Denizli ilinde yer alan ilkokullarda çalışan 217 öğretmenden anket yolu ile veri elde edilmiştir. Değişkenler arasındaki ilişkileri incelemek amacıyla ANOVA, t-testi, korelasyon analizi ve regresyon analizi gerçekleştirilmiştir. Yapılan analizler neticesinde lider güç kaynakları boyutlarından karizmatik güç (β=0,15, p
... On the surface schools appear to have come a long way, with emphasis on efficiency, restructuring and systemic reform. However, many reforms have changed the governance procedures of schools but have had little effect on the teaching-learning core (Fullan, 1996). According to Hakkarainen and his colleagues (2001), ICT facilitates meaningful learning and instruction only through transformed social practices. ...
... The theory of learning organizations was developed by Argyris and Schon (1978), Senge et al. (1990) and others. Several authors extended the use of the concept of learning organizations to the study of schools in ways that have become widely accepted when thinking about school change (Senge et al. 2000;Fullan 1995Fullan , 2001Bryk and Scheider 2002). A recent review of the scholarship on schools as learning organizations (Kools and Stoll 2017, pp. ...
This open access book addresses how to help students find purpose in a rapidly changing world. In a probing and visionary analysis of the field of global education Fernando Reimers explains how to lead the transformation of schools and school systems in order to more effectively prepare students to address today’s’ most urgent challenges and to invent a better future. Offering a comprehensive and multidimensional framework for designing and implementing a global education program that combines cultural, psychological, professional, institutional and political perspectives the book integrates an extensive body of empirical literature on the practice of global education. It discusses several global citizenship curricula that have been adopted by schools and school networks, and ties them into an approach to lead school change into the uncharted territory of the future. Given its scope, the book will help teachers, school and district leaders tackle the change management needed in order to introduce global education, and more generally increase the relevancy of education. In addition, the book offers a “bridge” for more productive collaboration and communication between those who lead the process of educational change, and those who study and theorize this important work.
At a time when the urgency of our shared global challenges calls for more understanding and collaboration and when the rapid transformation of societies requires that we help students develop a clear sense of relevancy and purpose, this book offers a way to pursue deep and sustainable change in instruction and school culture, so that students learn that nothing human is foreign and that they can find meaning in lives aligned with audacious purposes to make the world better.
... The theory of learning organizations was developed by Argyris and Schon (1978), Senge et al. (1990) and others. Several authors extended the use of the concept of learning organizations to the study of schools in ways that have become widely accepted when thinking about school change (Senge et al. 2000;Fullan 1995Fullan , 2001Hargreaves and Fullan 2012;Bryk and Scheider 2002). A recent review of the scholarship on schools as learning organizations (Kools and Stoll 2017, pp. ...
Adopting an institutional perspective to advance a program of global education leads to identifying the norms, structures, organization, and elements of the system which can support global education. Those elements include standards and curriculum, instructional resources, assessments, staff and development, school organization, governance, and funding. Key in this perspective is seeking alignment and coherence between these various elements of the system.
... La interconexión de estos tres enunciados, presentados en la Tabla 1, apunta a tres tipos de competencias generales: competencias metacognitivas, competencias sociales y competencias operativas, las cuales son transversales, de forma vertical y horizontal, a todo el currículo escolar y que deben ser incorporadas en las prácticas pedagógicas por el profesorado en los diferentes niveles educativos. Para ello, los protagonistas del fenómeno pedagógico necesitan asumir el rol como simples agentes de procesos (Carvalho, 1993), a actores activos en la construcción de una escuela como una organización evaluadora y formativa (Fullan, 1993(Fullan, , 1995, como un espacio multifuncional, cuyo proceso organizativo implica la adopción de nuevas formas de concebir el patrón de gestión del trabajo basado en principios de crítica reflexiva y de un repertorio de conocimientos elaborado a partir de la experiencia y de la fundamentación teórico-práctica. ...
La implicación del profesorado de primaria y de secundaria 1 como investigadores de su práctica docente, considerada objeto de discusión a lo largo de varias décadas, constituye una práctica cada vez más importante en el mundo actual. Los resultados de
la investigación sobre el conocimiento y el desarrollo profesional del profesorado apuntan a la importancia de la construcción de nuevos conocimientos, en respuesta a los diferentes desafíos y necesidades impuestos por la complejidad de los contextos
educativos. Existe un amplio consenso por parte de los que defienden la implicación del profesorado como investigadores como una estrategia de toma de decisiones basada en la evidencia, la evaluación e innovación de las prácticas. Sin embargo,
parece que existe menos consenso en relación con el concepto del papel de docente-investigador/a, así como en los contextos y formas de participación del profesorado como investigador. En este artículo, tenemos como objetivo reflexionar sobre el papel
y las perspectivas actuales del profesorado-investigador en cuanto reconstructor de la profesionalidad docente, teniendo como base un marco conceptual formado por lo que designamos los pilares de la arquitectura educativa en el mundo actual. Esta
reflexión nos permite concluir que la adopción por parte del profesorado de una actitud investigadora sobre la práctica, debe ser fundamentalmente un proceso sistemático de reflexión y crítica sobre la eficacia de su trabajo, no teniendo necesariamente que
obedecer a la rigidez de los criterios tradicionales de la investigación académica.
This article analyses the different guidelines that have allowed a school to transform its educational project and pedagogical organization in order to adapt to the needs and requirements of a society in constant evolution. To this end, document analysis, participant observation and four focus groups have been carried out with various social agents and school representatives who managed to transform their educational project. The results show that involving the entire educational community in the process of change, as well as sharing the vision of what the objectives of the centre should be, and fostering emotional bonds between the different agents of the community, are some of the factors that have made it possible to transform the school project. Moreover, it can be inferred that combining a community with a strong feeling of belonging to the school together with an effort to make this feeling last over time are variables that can transform the pedagogical project of a school into part of the cultural legacy of the community.
Η παρούσα μελέτη διερεύνησε απόψεις παιδαγωγών προσχολικής ηλικίας, που εργά-ζονταν σε δομές προσχολικής αγωγής στην Ελλάδα, σχετικά με την επίδραση ενός ε-πιμορφωτικού προγράμματος Αντλεριανής εμπνεύσεως - Positive Discipline® στο ο-ποίο συμμετείχαν και είχαν την ευκαιρία να εφαρμόσουν τις ιδέες και τις αρχές του. Στην έρευνα χρησιμοποιήθηκε ποιοτική προσέγγιση και τα ευρήματα έδειξαν ότι πέντε μήνες μετά τη συμμετοχή τους στο επιμορφωτικό πρόγραμμα, οι παιδαγωγοί προσχο-λικής ηλικίας ανέφεραν αλλαγές στις πεποιθήσεις τους για το πλαίσιο ερμηνείας των συμπεριφορών των παιδιών και για την επαγγελματική και προσωπική τους ανάπτυξη καθώς αισθάνονταν μεγαλύτερη αυτοπεποίθηση και διάθεση για πειραματισμό. Επι-πλέον δήλωσαν ότι υιοθέτησαν νέες πρακτικές ή δοκίμασαν τις ιδέες και τα εργαλεία για τα οποία είχαν ενημερωθεί. Τέλος, εξέφρασαν θετική στάση προς το επιμορφωτικό πρόγραμμα, συζητώντας για τις βιωματικές και ομαδοσυνεργατικές δραστηριότητες που περιέχει, τις ευκαιρίες εξάσκησης και τον ρόλο της επιμορφώτριας. Η παρούσα έρευνα είναι η πρώτη σε εθνικό επίπεδο που διερεύνησε ένα επιμορφωτικό πρόγραμμα Positive Discipline®.
Doubt has been increasingly perceived as a means of introducing education renewal, particularly within the context of dramatic social change and uncertainty. Nevertheless, little inquiry has been conducted with regard to the doubting process and the principal's role that influences its effectiveness. This lack of conceptualization is particularly serious in light of the growing number of planned educational restructuring efforts that have rarely demonstrated positive outcomes in student achievements. This article explores the doubting process as an emerging concept in school reform. After introducing the concept of doubt and its importance in educational reform, the article exemplifies a secondary school principal who doubted core pedagogical practices. It is argued that inducing doubt, as a means of fostering productive school change, is contingent both on a paradigmatic shift in the principal's role and on continual consideration of school's social, cultural, and political context. Finally, suggestions for future research are presented.
This article discusses the topic of schools as a learning communities from the perspective of the collaboration of two groups of school workers - teachers and school counsellors. The introduction defines how the concept of schools as learning communities is understood and how it is related to the concept of learning organizations. It also further elaborates on the key characteristics of learning communities. The first premise of the contribution is that through joint effort and collaboration, counsellors and teachers can more efficiently face the practical challenges of their work, both in providing help and encouragement to students and in ensuring better classroom work on the level of the whole school. The second is that they are important partners to each other in their professional development through joint reflections of their educational principles and expectations. The article further focuses on the quality of cooperation between counsellors and teachers in primary and secondary schools in Slovenia. The results of the empirical research show that both groups of school workers tend to evaluate their cooperation as either very good or good while teachers tend to be more satisfied. The questionnaire responses show that teachers believe collaboration can benefit them, however that they frequently leave decisions about work with specific students or classes to the counsellors. Establishing and maintaining partner collaboration is always a challenge, however, it is also crucial for effectively confronting contemporary challenges and ensuring quality learning for all and the contribution thus concludes with guidelines for establishing such a beneficial collaboration.
This case study examined teacher professional learning in the context of the Abu Dhabi New School Model educational reform initiative. Data were collected through semi-structured interviews that were conducted with teachers and school leaders. The study's findings reveal a serious disconnect between formal policy, practice, and implementation as teachers lacked agency and many constraints prevented them from engaging in further professional learning opportunities. These constraints and challenges included a lack of organizational support, time, and choice in the school's professional development programs. Recommendations and implications for policy and practice were drawn based on the findings.
Purpose
The purpose of this study is to examine the applicability of Watkins and Marsick’s model of learning organization in the school context and explore the relationship between the learning dimensions and perceived organizational outcomes.
Design/methodology/approach
Using the instrument, Dimensions of the Learning Organization Questionnaire (DLOQ), the study collected data from 322 teachers and professional staff in K-12 schools. Confirmatory factor analysis and structural equation modeling provide validity evidence for using the DLOQ in schools.
Findings
The study results indicate the learning organization is a multidimensional concept and the quality of the school as a learning organization is related to improved organizational performance as perceived by school personnel.
Research limitations/implications
The study measured perceived organizational outcomes using a sample in an urban school district. Future research is encouraged to expand the study sample and to collect actual performance data to strengthen the findings.
Practical implications
The study provides reliability and validity evidence for an instrument that school leaders and practitioners can use to assist their evaluation of the school’s capacity as a learning organization to leverage improvement in school performance.
Originality/value
The study emphasizes an integrative approach in evaluating schools as learning organizations (SLOs) and extends the evidence base for the DLOQ studies. It offers empirical support for the significance of developing SLOs.
Every society wants to make her educational system serve the needs of the time; Nigeria is not an exceptional case. This paper tries to explain what change is; the meaning of educational change as seen by various authorities. Fullan's (2008) six secrets of educational change was the parameter used to show how educational change could be possible. Fullan stated that the six secrets are not rubber stamped but could be merged to bring out the desired results. These secrets range from: Love your employees; Connect peers with purpose; Capacity Building prevails; Learning is the Work; Transparency rules and lastly, Systems Learn. The Nigerian nation is a complex society and so requires a combination of several factors to achieve the set goal(s). Some authorities gave a leeway to achieving success in a complex society such as integrating the commonly polarized goals of education; the goal that focuses on transmitting knowledge with the goal that emphasizes the development of the individual students, to mention a few. Methodology/Procedures: The paper is a theoretical review of literature. Results/Conclusion: It was discovered that the most difficult problems in the educational system are 84 those associated with teaching effectiveness. Quality and quantity of learning should be looked into. Quality Assurance is highly needed in the Nigerian educational system. The paper also emphasized that there are complexities in the change process and Fullan put it in eight ways: you cannot mandate what matters; complexity of change in skills; thinking and committed actions in educational enterprise etc. The school leader should expect changes most of the time, therefore, he is required to think of the best values and interest he can generate by himself, instead of watching others to steer the boat. Some recommendations were preferred, leaders must understand the impact of complexity, chaos, and disequilibrium as factors of growth and change; relationships are essential in a change process etc.
The study explored the application of head teacher's transformational leadership in school level improvement plan of the primary education in Bangladesh. The study sought to pursue the experiences and opinions of those who work in a leadership capacity for the development of teaching and learning quality in the primary school. The aim of the study was to investigate the head teacher's working experiences and implementation of transformational leadership in the School Level Improvement Plan (SLIP). The data collection method was semi-structured interview. The data was collected from seven head teachers of primary schools in Bangladesh. The qualitative methodology was used for data collection through face-to-face interview. The qualitative data were analysed and compared thematically in order to triangulate the results. Thematic analysis of the qualitative data identified 'inspiration motivation, individual consideration and intellectual stimulation' as enacted aspects of head teacher leadership, with participants highlighting several positive outcomes that they were practiced in SLIP preparation and implementation with stakeholders. In addition, the study finds out that consultation with SLIP committee provided good results but discussing with all stakeholders produced better results in terms of SLIP preparation and implementation. In the light of these findings, the research recommends that head teachers should apply transformational leadership in of SLIP preparation and implementation in order to meet the high expectation of school communities and improve the teaching-learning quality of schools.
Tutkimus tarkastelee aikuislukion eetosta sellaisena kuin se ilmenee historiallisena, kulttuurisena, sosiaalisena ja institutionaalis-organisatorisena elämänmuotona.
Tässä lisensiaatintutkimuksessa tarkastellaan steinerkoulun opettajuuden rationaalisuusperustaa: Rudolf Steinerin tietoteoriaa ja antropologis–antroposofista ihmistutkimusta, sekä Steinerin yhteiskunnallista ajattelua, jonka pohjalta steinerkoulun opettajan työympäristön perusoletukset on muodostettu. Tutkimuksen tavoitteena on sen pohjalta ymmärtää steinerkoulun opettajuuden painopistealueita ja olemusta, sekä selvittää, voiko steinerkoulun opettaja rationaalisuusperustansa pohjalta kehittää omaa opetustaan ja opettajuuttaan, sekä työstää itselleen omaa työtään palvelevan käyttöteorian.
Tutkimuksen tutkimusmenetelmänä on fenomenologis-–hermeneuttinen lähestymistapa. Se pyrkii tutkittavan ilmiön mahdollisimman syvälliseen ja laajaan ymmärtämiseen.
Tutkimusta tehtäessä on tunnustettu, että tiedeyhteisössä steinerkoulun opettajuuden rationaalisuusperusta asemoidaan marginaaliin ja sitä pidetään pseudotieteenä/mystiikkana; steinerkoululiikkeen sisällä se saatetaan mieltää oppijärjestelmäksi tai uskonnolliseksi maailman- /elämänkatsomukseksi.
Tutkimus vahvistaa, että Steinerin tietoteoreettinen ajattelu edustaa aristoteeliseen tiedonkäsitykseen perustuvaa olemustietoa. Sillä on yhtymäkohtia myös moderniin fenomenologiaan. Sukulaisuus fenomenologiaan selittyy sillä, että kumpaankin on vaikuttanut Goethen aristoteelinen luonnontieteellinen tutkimustapa.
Tutkimus osoittaa, että antropologis–antroposofinen ihmistutkimus on luonteeltaan tutkimusta, jonka pohjalta steinerkoulun opettaja voi kehittää omaa työtään ja opettajuuttaan, sekä rakentaa itselleen arjen työtään palvelevan käyttöteorian.
Antropologis-antroposofisen ihmistutkimuksen pohjalta steinerkoulun opettaja voi hahmottaa ja ymmärtää lapsen eri olemuspuolten yleistä kehitystä, sekä niiden kehitysvaiheita.
Goetheanismin avulla steinerkoulun opettaja voi kehittää oppilaissa ymmärtävää luontosuhdetta, mikä on edellytys oppilaiden vastuullisen maailma- ja luontosuhteen kehittymiselle. Goetheanistisella opetuksella steinerkoulun opettaja voi vastata maailman ekologisen tilanteen ja ihmisarvoisen tulevaisuuden rakentamisen synnyttämään haasteeseen.
Steinerkoulun opettajuuden yleisinhimillisestä olemuksesta ja painopistealueista tutkimus tuo esiin seuraavaa: steinerkoulun opettajalle ihminen on päämäärä, ei väline; steinerkoulun opettajan työ on oman rationaalisuusperustansa pohjalta kauttaaltaan eettistä toimintaa; steinerkoulun opettaja voi kehittää omaa kasvatus- ja opetustyötään oman rationaalisuusperustansa pohjalta, samalla, kun hän huolehtii yhteiskunnallisesta velvoitteestaan: oppilaiden oppimisesta ja yleisestä jatko-opintovalmiudesta.
In this study, we present the experiences of three educational projects with over thirty years of pedagogical innovation in the Basque Country: ‘The Amara Berri System’, ‘Eskola Txikiak’ and ‘The Antzuola Project’. These include innovations with an inclusive focus as well as practices that affect the curriculum and school organisation for the purpose of satisfying community demands and fulfilling objectives related to diversity and school well-being. The results obtained in the fieldwork have encouraged us to think about how barriers such as curriculum and school organization can be overcome through educational projects that cater to the diversity and needs of the educational community.
The Bicentennial Futures Education Project (BFEP) National Conference was held in Adelaide, Australia, 17–19 June 1988. The conference reviewed the BFEP's performance, and considered future prospects and needs for successful dissemination of futures study in Australia.
A major challenge facing reformers who are demanding high levels of performance from the educational system is to enable schools to make changes in the way they deliver services to create high performance. This article examines the utility of school-based management (SBM) as a means for generating school improvement and applies a model of high involvement management, developed in the private sector, to determine what makes SBM work and under what conditions. The analysis illustrates the importance of expanding the definition of SBM to include aspects of organizational redesign, beyond the traditional boundaries of shared power, in order to create the capacity within schools to develop high performance.
Findings of a study that examined the effect of school restructuring, particularly increased teacher participative decision-making, on classroom teaching practices are presented in this paper. Data were derived from: (1) classroom observations of 33 elementary and senior high schools, which matched pilot with nonpilot schools, and (2) a questionnaire administered to 1,654 teachers in the 33 schools, which elicited 637 responses, or a 39 percent response rate. A comparison of teaching strategies, student learning activities, and classroom environment of schools with high and low levels of teacher participation suggests that restructuring has not influenced classroom activities despite verbal support from top-level district administrators. Recommendations are made for focusing on teachers' work with their students and devising alternative student assessment methods. One table is included. (23 references) (LMI)
Monografía sobre la reforma y el cambio educativo, apoyado principalmente en la experiencia canadiense en estos procesos. El autor provee en la primera parte de la obra una panorámica de la historia, fuentes, procesos y consecuencias del cambio educativo, para después examinar la realidad cotidiana de la reforma en el nivel local, el papel que desempeña el Estado, la evolución de la profesión docente y el futuro de la reforma educativa.
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What's worth fight-ing for in your school? Toronto: Ontario Public School Teachers' Federation; Andover, MA: The Network
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