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?
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