Session Information
32 SES 12, Values in Educational Organisations and Leadership
Symposium
Contribution
Public schools (in Italy and Germany as well as in many other European countries) are organizations with a public mandate. They play an essential role in the formal educational process to convey societal values and cultural norms to the next generation. These functions of public schools are alight in typical responsibilities as for example teaching and learning of useful subjects for a successful live (as defined in the PISA competences) and concentrated in the educational objective democracy. The educational objective democracy is no single subject in public schools, so that the teaching and learning of this value is an opportunity for all teachers and the whole school community. Himmelmann stresses, that teaching and learning democracy have to take in consideration, that democracy is a three-dimensional topic: the dimension of “Democracy a form of government”, the dimension of “Democracy a form of society” and the dimension of “Democracy a form of living” (see Himmelmann 2013). In this view, democracy should be learned in the daily life in schools. Hence, school culture is the place were societal values are shared and democracy could be seen for students, and even the behave and example of teachers could be an aspect herein. To force the learning of democracy in public schools many projects of school development start with new ideas in school culture and teachers’ professionalism connected with the school structures of leadership. The research project at hand investigates the relationship between the teacher’s professionalism (with particularly respect to educating for democratic values) and the school culture (with respect to structures of leadership) to find out how those dimensions interact and how, eventually, the development of school culture may foster democratic education. Based on the relationship between organisational structure, habitual attitude and interaction of teachers and students (see Giddens 1997) we analysed the democratic aspects of school culture and the teachers’ pedagogical theories. Then we describe the influence of school development processes and organisational processes in schools (see in detail: Stadler-Altmann/Gördel 2015). Therefore, we explain the observed democratic aspects of school culture and the teachers’ professionalism, which interact within. Herein the didactical orientations are the indicators of teachers’ professionalism. Our conclusion will be the question, how strong the overlapping between the shared societal values have to be between the shared value of the organisation school and the individual value of teachers in the dimension of democratic education.
References
Giddens, Anthony (1997), Die Konstitution der Gesellschaft. Grundzüge einer Theorie der Strukturierung, Frankfurt a. M. (u.a.): Campus. Himmelmann, Gerhard (2013), Competences for Teaching, Learning and Living Democratic Citizenship, in: Print, Murray; Lange, Dieter (eds.), Civic Education and Competences for Engaging Citizens in Democracies, Rotterdam, Bosten, Taipei: Sense Publishers, p. 3-8. Stadler-Altmann, U.; Gördel, B.-M. (2015), Schule bildet. Organisations- und Schulentwicklung zu demokratischen Aspekten von Schulkultur und der Unterrichtstheorien von Lehrkräften, in: Pätzold, H.; Hoffmann, N.; Schrapper, Chr. (Hrsg.), Organisation bildet. Organisationsforschung in pädagogischen Kontexten, S. 178-203.
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