01 SES 06 A, Influences of Leadership on CPD
Parallel Paper Session
There have been changes in the way in which education is governed with greater fragmentation of responsibility between the state, local government, schools and the market. These developments have been seen as a move from government to governance with changes in roles and responsibilities for the local government and the school leaders. According to Hudson (2007) support for new governance theory can be found in the field of education because the state will not abdicate. In Norway the government, by the Ministry of Education, used to be responsible for the teachers’ continuing professional development. In the latest reform, the Knowledge Promotion Reform, the county is responsible for the upper secondary schools, according to the national competence strategy ‘Kompetanse for utvikling’(‘Competence for development’). By using political science, curriculum theory, educational leadership theory and professional theory, the aim of this paper is to analyze changes in leadership and steering. By taking a closer look at the leadership configuration (Gronn, 2009) in the county’s competence development, and the leadership for learning in different competence initiatives, I am ask: Is there a new steering regime in competence development of teachers?
Christensen, T., & Lægreid, P. (2001). New Public Management. Hampshire: Ashgate Publishing Limited. Goodlad, J. I. (1986). Coda: The Conceptual System for Curriculum Revisited. I: B. B. Gundem (ed.), Om læreplanpraksis og læreplanteori. Kompendium 3 (Vol. 3, s. 231). Oslo: Pedagogisk forskningsnstitutt Universitetet i Oslo. Gronn, P. (2009). Leadership Congifurations. Leadership, 5(3), 381-394. Hargreaves, A., & Goodson, I. F. (2006). Educational Change Over Time? The Sustainability and Nonsustainability ot Three Decades of Secondary School Change and Continuity. Educational Administration Quarterly, 42(1), 3-41. Hudson, C. (2007). Governing the Governance of Education: the state strikes back? European Educational Research Journal, 6(3), 266-282. Johansson, O., Moos, L., & Møller, J. (2000). Vision om en demokratisk reflekterende ledelse. I: L. Moos (ed.), Skoleledelse i Norden: en kortlægning af skoleledernes arbejdsvilkår, rammebetingelser og opgaver : en rapport til Nordisk Ministerråd [København]: Nordisk Ministerråd. Lindblom, C. E. (1990). Inquiry and change: the troubled attempt to understand and shape society. New Haven, [Conn.]: Yale University Press. Lindensjö, B., & Lundgren, U. P. (2000). Utbildningsreformer och politisk styrning. Stockholm: HLS Förlag. Møller, J. (2007). Skolelederes betydning for elevenes læringsresultat. In: J. Møller & L. Sundli (ed.), Læringsplakaten: skolens samfunnskontrakt . Kristiansand: Høyskoleforl. Olsen, J. P., & March, J. G. (2009). The logic of appropriateness. Arena Center for European Studies, No.4. Streeck, W., & Thelen, K. A. (2005). Introduction: Institutional Change in Acvanced Political Ecconomies. I: W. Streeck & K. A. Thelen (ed.), Beyond continuity: institutional change in advanced political economies (s. 1-39). Oxford: Oxford University Press. Washington, M., Boal, K. B., & Davis, J. N. (2008). Institutional Leadership: Past, Present, and Future. I: R. Greenwood, C. Oliver, R. Suddaby & K. Sahlin (ed.), The SAGE Handbook of organizational institutionalism Los Angeles: SAGE.
00. Central Events (Keynotes, EERA-Panel, EERJ Round Table, Invited Sessions)
Network 1. Continuing Professional Development: Learning for Individuals, Leaders, and Organisations
Network 2. Vocational Education and Training (VETNET)
Network 3. Curriculum Innovation
Network 4. Inclusive Education
Network 5. Children and Youth at Risk and Urban Education
Network 6. Open Learning: Media, Environments and Cultures
Network 7. Social Justice and Intercultural Education
Network 8. Research on Health Education
Network 9. Assessment, Evaluation, Testing and Measurement
Network 10. Teacher Education Research
Network 11. Educational Effectiveness and Quality Assurance
Network 12. LISnet - Library and Information Science Network
Network 13. Philosophy of Education
Network 14. Communities, Families and Schooling in Educational Research
Network 15. Research Partnerships in Education
Network 16. ICT in Education and Training
Network 17. Histories of Education
Network 18. Research in Sport Pedagogy
Network 19. Ethnography
Network 20. Research in Innovative Intercultural Learning Environments
Network 22. Research in Higher Education
Network 23. Policy Studies and Politics of Education
Network 24. Mathematics Education Research
Network 25. Research on Children's Rights in Education
Network 26. Educational Leadership
Network 27. Didactics – Learning and Teaching
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