Session Information
SES D 10, Paper Session
Paper Session
Contribution
Dissertation is to show direction of transformation process management at schools in the scope of creating values and visions which could help to develop educational innovations.
According to literature, two various attitudes to educational innovation is show and also two different ways of reckoning teachers as professionals.
Hypothesis:
· Hypothesis 1: Teachers perceive their professional role either as teachers of the subject Or educational leader and mentor.
· Hypothesis 2: Teachers perceive educational innovation either as development of methods and ways of teaching Or as creating new ways and giving new goal.
· Hypothesis 3: There is a correlation between attitude to teachers’ professional role and thinking about the educational innovation. Perceiving professional role as being a teacher of subject is correlated with perceiving educational innovation being focused on methods and vice versa.
The dissertation presents specific process of transformation at schools provided for creating innovative educational goals. The values of school management are being compared to the very values of educational management. Common view of management provided at schools is put under discussion and shown as not effective any longer and not constructive in the new social situation. Thinking about the education as the line process divided into tasks and function abstracts it from its main function – being helpful for teachers and individual pupils.
The dissertation focus on the approach that educational process is provided by the individual pupil who not only is an attendant of the process but mostly is an owner. That makes the process complete and long-life lasting. On this basis management of schools becomes educational management so derived from the educational needs of pupils and provided for its individual good.
The goal of the work is to show that process of transformation is to make the change in mental construction of teachers thinking of education. It needs to develop and get deeper, so teachers could use their whole innovative potential.
The hypothesis are based on the concept of Adam Niemczyńskiego of autonomous development of individual pupil. The core of development is constant modification of moral system. Autonomous development is correlated with performing social roles (Blum’s theory) and interpretation of subjects and occurrences of the reality (Macnamara’s theory).
In the result of testing hypothesis dichotomy of teachers attitude to their professional role and according to innovation was found. So that, it is possible to perceive oneself as a subject teacher or as a educational leader, and also it is possible for individual to be innovative only in one way, either according to methods or according to goals.
The conclusion of the research that the process of transformation needs to start from the very beginning – from the values and ideas and it need to be integrated into organizational culture. Any changes needs to be in line with democratic approach and real care of pupils educational good.
Method
Expected Outcomes
References
1. Blum, L.A. (1994). Moral perception and particularity, Cambridge: Cambridge University Press. 2. Bottery, M., (2004). The Challenge of Educational Leadership. Values in a Globalized Age, Paul Chapman Publishing 3. Brilman, J., (2002). Nowoczesne koncepcje i metody zarządzania. Warszawa: PWE 4. Chomsky, N. (1980). Rules and representations. New York: Colombia University Press. 5. Friedman, T., (2007). The world is flat. A brief history of the 21th century. Picador/Farrar, Straus & Giroux, New York 6. Fukuyama, F., (1996). Trust. The social virtues and the creation of prosperity. New York: Free Press 7. Gold, A., Evenas, J., (1998). Reflecting on school management, Falmer Press 8. Hargreaves, A., (2003). Teaching in the Knowledge Society. Education in the Age of Insecurity, Teachers College Press, Philadelphia 9. Haydon, G., (1997). Teaching about values. London: CASSELL 10. Hodgkinson, C. (1997). The Triumph of the Will: An Exploration of Certain Fundamental Problematics In Administrative Philosophy. Educational Management & Administration, Volume 25 11. Kępiński, A. (1992). Rytm życia. Kraków Sigittarius. 12. Kohlberg, L., Mayer, R. (1993). Rozwój jako cel wychowania. IBE. 13. 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 14. Macnamara, J. (1990). Ideals and psychology. [w:] Candian Psychology 31:1 15. Niemczyński, A. (1988) Afirmacja życia w ujęciu Antoniego Kepińskiego. Przegląd Literacki 3. 16. Piaget, J. (1966). O rozwoju ocen moralnych dziecka. Warszawa: Wydawnictwo Naukowe PWN. 17. Schultz, T.W., (1981). Investing in people: the economics of population quality, Berkeley, Calif./London, England, University of California Press 18. Senge P., Schools That Learn: A Fifth Discipline Fieldbook for Educators, Parents, and Everyone Who Cares About Education, Broadway Business 19. Stoner, J., Freeman, R., Gilbert, D., (1999). Kierowanie. Warszawa: PWE 20. Welch, J., Welch, S., (2005)., Winning znaczy zwyciężać. Warszawa: EMKA
Search the ECER Programme
- Search for keywords and phrases in "Text Search"
- Restrict in which part of the abstracts to search in "Where to search"
- Search for authors and in the respective field.
- For planning your conference attendance you may want to use the conference app, which will be issued some weeks before the conference
- If you are a session chair, best look up your chairing duties in the conference system (Conftool) or the app.