Management of educational process transformation

Author(s):

Malgorzata Lazar

Conference:

ECER 2009

Network:

21. Emerging Researchers' Group (for presentation at Emerging Researchers' Conference)

Format:

Paper

Session Information

SES F2, Pre Conf Parallel Session

Time:

2009-09-26

09:00-10:30

Room:

HG, HS 24

Chair:

Gjert Langfeldt

Contribution

The paper is to introduce specific character of management in education in respect to transformation of educational process. The process of transformation is understood as a change of the educational process from the process based on functions, which are separated and not correlated, into process, which is joint and fully integrated. The educational process is to be understand as a scope of activities which goal is to help individual pupil in his/her complete, long-life and self-directed development. In the educational process the role of teacher is significant, but also the process includes other parties directly and indirectly influencing on individual child. The role of teacher in the educational process is to be a educational leader, a person who gives the child helping hand and provide him/her in his/her autonomous development process. The role of school, is so, to create “teaching situations” in which everyone can gain and exchange knowledge, not only children but teachers as well. The educational management, in these frames, is to be participating, so active and democratic, in which not only teachers and headmasters have voice, but children’s voice matters even more. The proposal of educational process transformation is to be based on the concept of five fundamental competencies introduced by L. Plymers, who says that school is to enable children to become efficient, skilled and educated in five dimensions: knowledge, orientation in values, interactions with others, interaction with oneself and becoming the social individual. What’s important is that the process needs to be complete and coherent, so it needs to be provided in five competences at the same time (not one by one). The process of transformation can be effective only when teachers understand their professional role correctly and so they focus on educational goal. The conceptualization of understanding the professional role is to be based on Macnamara theory of humans’ ability to formulate ideal forms in mind and transform them into concepts, and Blum theory of group identity . Two opposite understandings is to be distinguished: teacher as an educational leader and teacher as a person who only transmits knowledge. The process of individual development and its understanding is to be based on Niemczynski’ theory of autonomous development (with reference to Piaget, Kohlberg and Sinner theory on development). Two opposite understandings of educational process transformation is to be based on that: the one which focus on methods only and other, focused on goal.

Method

The research is to be provided with the methodology formed by Adam Niemczyński (Psychologies, Jagiellonian University, Poland). The methodology was initiated in the research carried by Jean Piaget and Lawrence Kohlberg. The methodology so called “interview of biographic dilemmas” is based on the hypothetic situations describing various problems presented in the form of short tales. These short tales describes problematic situations which happen in school and as related to leadership in educational process. Each of the short tales has some questions which are to identify how the person taking part in the research understands the problem and what is his/her opinion about it. The research is to be carried out in few schools cooperating with Jagiellonian University. The research material contents of: 10 protocols, in every protocol is 30 interviewees, in every interview is 2 dilemmas.

Expected Outcomes

The research is to verify and confirm that the following theses are true: Thesis 1: Teachers understand their professional role in school either as a person whose role is to educate only, or as a person whose role is to be educational leader, who gives helps and provide pupil in his/her autonomous development. Thesis 2: Teachers understand their role as constrained to development of methods and forms of teaching only, or as having no such constrains and being effected on educational goals (teachers then formulate and develop the values and mission of educational process). Thesis 3: There is a significant relation between the above understandings. Teachers who perceive themselves as being only providers of knowledge are more likely to focus on methods and forms of education, whereas teachers who find themselves as educational leaders more often make effort to create new educational goals and help individual pupils.

References

Lazar M. (2006), European Civil Education at the state of the young democracy (on the example of Poland), w: Serving Citizens. Sustaining Civil Society as Social Work Issue, Technologijos Universitetas, Kaunas, Lithuania Lazar M. (2007), Zarządzanie trójkątem edukacyjnym, Dyrektor Szkoły, nr. 1 Lazar M. (2008), Organization of School Activity and Social and Moral Development of Pupils, w: Citizenship Education in Society , Children’s Identity & Citizenship Education, London Lazar M. (2008), Transformacja kultury organizacyjnej szkoły dla twórczości edukacyjnej, w: Zarządzanie publiczne. Zarządzanie edukacją dla rozwoju uczniów, Uniwersystet Jagielloński, Kraków Lazar M. (2007), Transformacja kultury organizacyjnej szkoły w oparciu o re(definicję) celu edukacyjnego, www.eduskrypt.pl Lazar M. (2007), Zarządzanie dyskursem w szkole dla twórczości edukacyjnej, www.eduskrypt.pl Lazar M. (2007), W trójkącie dyskursu edukacyjnego, Eduk@tor Z@wodowy (wortal internetowy) Witek S. (2000) Zarządzanie reformowaną szkołą. Warszawa –Kraków, PWN Tuohy D. (2002) Dusza szkoły. O tym, co sprzyja zmianie i rozwojowi, Warszawa,PWN Śliwerski B. (red.) (2001) Nowe konteksty dla edukacji alternatywnej XXI wieku. Kraków, Oficyna Wydawnicza Impuls Piekarski J. Śliwierski B (2000) Edukacja alternatywna. Kraków, Oficyna Wydawnicza Impuls Pielachowski J. Organizacja i zarządzanie oświatą i szkołą. Poznań, Wydawnictwo eMpi Polak K. (1999) Indywidualne teorie nauczycieli Kraków, Wydawnictwo UJ Macnamara (1990) Ideals and psychology Canadian Psychology, 30 (1) Macnamara (1993) Logika I psychologia. Warszawa. Wydawnictwo Naukowe PWN Meighan R (1993) Socjologia edukacji, Toruń Wydawnictwo Uniwersystetu M. Kopernika Morgan G (1993) Obrazy organizacji. Warszawa, PWN Niemczyński A (1994) O autonomii i rozwoju. Kwartalnik Polskiej Psychologii Rozwojowej, 2 (1) Niemczyński A (2000) Znaczenie edukacji dla rozwoju człowieka dorosłego. Polskie Forum Pscyhologiczne tom 2 (7) Niemczyński A (2000) Szansa na powrót ideałów do rozwoju poznawczego Psychologia Rozwojowa, tom 5, nr 1-2 Nalaskowski S (2001) O kierowniu szkołą, Kraków, Oficyna Wydawnicza Implus Przetacznik-Gierowska M, Włodarski Z (2002) Psychologia wychowawcza, Warszawa, PWN Sargeant A (2004) Marketing w organizacjach nonprofit. Kraków, Oficyna Ekonomiczna Antoszkiewicz J.D., Pawlak Z (2000) Techniki menedżerskie Warszawa Poltext Beare H Caltwell B.J. Millikan R.H. (1997) Jak podnosić poziom kultury szkoły? [w:] Elsner D Współczesne trendy i koncepcje w zarządzaniu oświatą, Warszawa MEN Bottery M (1992) The ethic of educational management. London: Cassel Educational Limited. Bottery M (1990) The morality of the school. London: Cassel Educational Limited. Jones A (1987) Leadership for tomorrow’s school. Oxford Blackwell Drucker PF (1995) Zarządzanie organizacją pozarządową. Teoria i praktyka. Warszawa Gold A Evans J (1998) Reflecting on school management, Falmer Press Coleman M. (1997) Sprawowanie kierownictwa w szkole [w:] Elsner D Współczesne trendy I koncepcje w zarządzaniu oświatą Warszawa MEN Dalin P Rolff HG Kleepamp B (1997) Przyszłość szkolnictwa [w:] Elsner D Współczesne trendy I koncepcje w zarządzaniu oświatą Warszawa MEN Kwieciński Z Witkowski L (1993) Spory o edukację Warszawa IBE Lauwerys J.A. Cowen R (1987) Bliskie i dalekie cele wychowanie Warszawa PWN Lewowicki T (1997) Przemiany oświaty Warszawa Wydawnictwo Żak Molesztak A (1993) Cele wychowania. W poszukiwaniu istoty i źródeł stanowienia. [w:] Tchorzewski A Wychowanie w kontekście teoretycznym, Bydgoszcz Muszyński H (1999) Ideał i cele wychowania. Warszawa WSiP Morgan G (1999) Obrazy organizacji Warszawa PWN Nalaskowski S (1999) O ideale wychowania i celach kształcenia. Toruń Wyd. Adam Marszalek Rolff H.G. (1997) Szkoła jako organizacja społeczna [w:] Rozwój organizacyjny szkoły Warszawa MEN Spencer H (1880) O wychowaniu umysłowym, moralnym i fizcznym Warszawa Włodarski Z (1989) System oświaty z punktu widzenia psychologa Załozenia i ogólne postulaty Psychologia Wychowawcza nr 3 Czarnecka D (2000) Autonomia szkoły – założenia i rzeczywistość Remedium nr 5 Kubiczek B (1996) Autonomia szkoły. Jak ją tworzyć? Jak z niej korzytsać? Opole wydawnictwo Nowik Senge P (1998) Piąta dyscyplina teoria i praktyka organizacji uczących się Warszawa Dom Wydawniczy ABC Danek K (1999) Wartości i cele w edukacji szkolnej Opole WUO

Author Information

Malgorzata Lazar

Uniwersytet Jagiellonski

Management in Education

Krakow

170

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