教育学的领导力理论与实践研究述评
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摘要
英国学者梅尔和帕莱奥罗格对教育学及其与领导力的关系进行梳理和再认,并采用实证研究方法构建了基于情境的教育学领导力理论。教育学的领导力是一个涉及教、学、生态社区和社会轴的复合概念,有别于以往各类教育领导力的模型。教育学领导力是一种学习情境领导,强调领导的实施应依赖于课堂外的社会生态情境,而不局限于课堂和领导者本身。教育学领导力理论的提出,为一直致力于模型开发的教育领导力研究提供了一种思路,对我国当前的教育领导力研究与实践具有重要的启示意义。
British scholars Mel and Paleorog have combed and recognized the relationship between education and its leadership,and used empirical research methods to construct a theory of educational leadership. The leadership of pedagogy is a complex concept involving teaching,learning,ecological community and social axis. It is different from previous models of educational leadership. Educational leadership is a kind of learning situational leadership,emphasizing that leadership should be implemented. The social ecological context outside the classroom is not limited to the classroom and the leader itself. The introduction of the theory of pedagogical leadership provides an idea for the research of educational leadership that has been devoted to model development,and has important enlightening significance for the current research and practice of educational leadership in China.
British scholars Mel and Paleorog have combed and recognized the relationship between education and its leadership,and used empirical research methods to construct a theory of educational leadership. The leadership of pedagogy is a complex concept involving teaching,learning,ecological community and social axis. It is different from previous models of educational leadership. Educational leadership is a kind of learning situational leadership,emphasizing that leadership should be implemented. The social ecological context outside the classroom is not limited to the classroom and the leader itself. The introduction of the theory of pedagogical leadership provides an idea for the research of educational leadership that has been devoted to model development,and has important enlightening significance for the current research and practice of educational leadership in China.
引文
[1]Male,T.,Palaiologou,I.,Pedagogical leadership in the 21st century:Evidence from the field. Educational Management Administration&Leadership Vol. 43(2)(2015):214-231
[2]Watkins,C.,Mortimore,P.(1999b)Pedagogy:What do we know? In:Mortimore P(ed)Understanding Pedagogy and its Impact on Learning. London:Paul Chapman,(1999):2.
[3][16][31]Male,T.,Palaiologou,I. Learning-Centred Leadership or Pedagogical Leadership? An alternative approach to leadership in education contexts. International Journal of Leadership in Education 15(1)(2012):107-118.
[4]Carlsen,WS. Subject-matter knowledge and science teaching:A pragmatic perspective. In:Brophy J(ed)Advances in Research on Teaching-Vol 2:Teachers’Knowledge of Subject Matter as it Relates to their Teaching Practice. London:JAI Press.(1991); Cuban,L. How Teachers Taught Constancy and Change in American Classrooms. New York:Longman(1984);Cuban,L. Computers meet classroom-classroom wins. Teachers College Record 95(2)(1994):185-210; Doyle,W. How order is achieved in classrooms:An interim report. Journal of Curriculum Studies 16(3)(1984):259-277.
[5]Lingard B,Hayes D,Mils M,et al.(2003). Leading Learning. Maidenhead:Open University Press.
[6]Brownlee,J. Teacher's education students’epistemological beliefs:Developing a relational model of teaching. Research in Education 72(1)(2004):1-17.
[7]Taguchi,HL. Going beyond the Theory/Practice Divide in Early Childhood Education:Introducing Intra-active Pedagogy. London:Routledge(2010).
[8]Bruner,J. The Culture of Education. Cambridge,MA:Harvard University Press(1996).
[9]Giroux,HA. On Critical Pedagogy. London:Continuum.(2011).
[10]Cameron C Social pedagogy and care:Danish and German practice in young people's residential care. Journal of Social Work 4(2)(2004):135.
[11]Moss,P.,Structures,understanding and discourses:Possibilities for re-envisioning the early childhood worker. Contemporary Issues in Early Childhood 7(1)(2006):32.
[12]Kyriacou C,Ellingsen IT,Stephens P,et al. Social pedagogy and the teachers:England and Norway compared.Pedagogy,Culture and Society 17(1)(2009):75.
[13]Yates,L.,From curriculum to pedagogy and back again:Knowledge,the person and the changing world. Pedagogy,Culture and Society 17(1)(2009):19.
[14]Smyth,J.,Critical Pedagogy for Social Justice. London:Continuum(2011):19.
[15]Davies,B.,On the neglect of pedagogy in educational studies and its consequences. British Journal of In-Service Education 20(1)(1994):26.
[17][19]Knowles,MS. The Modern Practice of Adult Education:From Pedagogy to Andragogy. Wilton,CN:Boston Press(1980):40,41.
[18]Whitehead,A Introduction. In:Donham WB(ed)Business AdirR. New York:McGraw-Hill,(1931):10.
[20]Sergiovanni,TJ. Leadership as pedagogy,capital development and school effectiveness. International Journal of Leadership in Education 1(1)(1998):37.
[21]Van Manen,M. The Tact of Teaching:The Meaning of Pedagogical Thoughtfulness. Albany,NY:State University of New York Press.(1991):38.
[22]Sergiovanni,TJ. Leadership for the Schoolhouse:How is it Different? Why is it Important? San Fran-cisco,CA:Jossey-Bass.(1996):92.
[23]Freire,P. Pedagogy of the Oppressed. New York:Continuum.(1986):36.
[24]Carr,W.,Kemmis,S.,Becoming Critical:Education, Knowledge and Action Research. Lewes:Falmer.(1986):190.
[25][26][27]Osberg,D. Taking care of the future? The complex responsibility of education and politics. In:Osberg D and Biesta G(eds)Complexity Theory and the Politics of Education. Rotterdam:Sense Publishing,(2010):162,163,163.
[28]Bernstein,RJ. Beyond Objectivism and Relativism:Science,Hermeneutics and Praxis. Oxford:Basil Blackwell.(1983):147.
[29]Oliviera-Formoshino,J.,Formoshino,J. Pedagogyin Participation:Childhood Association Educational Perspective.Porto:Porto Editora,(2012):9.
[30]Apple,M. Scientific interests and the nature of educational institutions. In:Pinar W(ed)Curriculum Theorizing:The Reconceptualists. Berkeley,CA:Mc Cutchan,(1975):127.
[32]Osberg,D. Taking care of the future? The complex responsibility of education and politics. In:Osberg D and Biesta G(eds)Complexity Theory and the Politics of Education. Rotterdam:Sense Publishing,(2010):162.
[33]Berlak,A. Back to basics:Liberating pedagogy and the liberal arts. In:the annual meeting of the American Educational research Association,Chicago,April,(1985):2.
[34]Arendt,H. The Origins of Totalitarianism. New York,Harcourt.(1951); Arendt,H. The Human Condition.Chicago,IL:University of Chicago Press.(1958); Arendt,H.The Life of the Mind,2 vols. London:Secker&Warburg(1978).
[35]Bourdieu,P. Practical Reason:On the Theory of Action,Stanford,CA:Stanford University Press(1998).
[36]Osberg,D.,Biesta,GJJ. Beyond presence:Epistemological and pedagogical implications of “strong”emergence.Interchange 38(1)(2007):31-51.
[37]Palaiologou,I. Child Observation for the early years.2nd ed. London:SAGE.(2012):11.
[38]胡中锋、王义宁:教育领导力模式变迁之反思[J].上海:华东师范大学学报(教育科学版),2015(3):11.
[39]Hay Group,Maverick:Breakthrough Leadership that Transforms Schools. 1st ed. London:Hay Group Management Ltd. 2002.
[2]Watkins,C.,Mortimore,P.(1999b)Pedagogy:What do we know? In:Mortimore P(ed)Understanding Pedagogy and its Impact on Learning. London:Paul Chapman,(1999):2.
[3][16][31]Male,T.,Palaiologou,I. Learning-Centred Leadership or Pedagogical Leadership? An alternative approach to leadership in education contexts. International Journal of Leadership in Education 15(1)(2012):107-118.
[4]Carlsen,WS. Subject-matter knowledge and science teaching:A pragmatic perspective. In:Brophy J(ed)Advances in Research on Teaching-Vol 2:Teachers’Knowledge of Subject Matter as it Relates to their Teaching Practice. London:JAI Press.(1991); Cuban,L. How Teachers Taught Constancy and Change in American Classrooms. New York:Longman(1984);Cuban,L. Computers meet classroom-classroom wins. Teachers College Record 95(2)(1994):185-210; Doyle,W. How order is achieved in classrooms:An interim report. Journal of Curriculum Studies 16(3)(1984):259-277.
[5]Lingard B,Hayes D,Mils M,et al.(2003). Leading Learning. Maidenhead:Open University Press.
[6]Brownlee,J. Teacher's education students’epistemological beliefs:Developing a relational model of teaching. Research in Education 72(1)(2004):1-17.
[7]Taguchi,HL. Going beyond the Theory/Practice Divide in Early Childhood Education:Introducing Intra-active Pedagogy. London:Routledge(2010).
[8]Bruner,J. The Culture of Education. Cambridge,MA:Harvard University Press(1996).
[9]Giroux,HA. On Critical Pedagogy. London:Continuum.(2011).
[10]Cameron C Social pedagogy and care:Danish and German practice in young people's residential care. Journal of Social Work 4(2)(2004):135.
[11]Moss,P.,Structures,understanding and discourses:Possibilities for re-envisioning the early childhood worker. Contemporary Issues in Early Childhood 7(1)(2006):32.
[12]Kyriacou C,Ellingsen IT,Stephens P,et al. Social pedagogy and the teachers:England and Norway compared.Pedagogy,Culture and Society 17(1)(2009):75.
[13]Yates,L.,From curriculum to pedagogy and back again:Knowledge,the person and the changing world. Pedagogy,Culture and Society 17(1)(2009):19.
[14]Smyth,J.,Critical Pedagogy for Social Justice. London:Continuum(2011):19.
[15]Davies,B.,On the neglect of pedagogy in educational studies and its consequences. British Journal of In-Service Education 20(1)(1994):26.
[17][19]Knowles,MS. The Modern Practice of Adult Education:From Pedagogy to Andragogy. Wilton,CN:Boston Press(1980):40,41.
[18]Whitehead,A Introduction. In:Donham WB(ed)Business AdirR. New York:McGraw-Hill,(1931):10.
[20]Sergiovanni,TJ. Leadership as pedagogy,capital development and school effectiveness. International Journal of Leadership in Education 1(1)(1998):37.
[21]Van Manen,M. The Tact of Teaching:The Meaning of Pedagogical Thoughtfulness. Albany,NY:State University of New York Press.(1991):38.
[22]Sergiovanni,TJ. Leadership for the Schoolhouse:How is it Different? Why is it Important? San Fran-cisco,CA:Jossey-Bass.(1996):92.
[23]Freire,P. Pedagogy of the Oppressed. New York:Continuum.(1986):36.
[24]Carr,W.,Kemmis,S.,Becoming Critical:Education, Knowledge and Action Research. Lewes:Falmer.(1986):190.
[25][26][27]Osberg,D. Taking care of the future? The complex responsibility of education and politics. In:Osberg D and Biesta G(eds)Complexity Theory and the Politics of Education. Rotterdam:Sense Publishing,(2010):162,163,163.
[28]Bernstein,RJ. Beyond Objectivism and Relativism:Science,Hermeneutics and Praxis. Oxford:Basil Blackwell.(1983):147.
[29]Oliviera-Formoshino,J.,Formoshino,J. Pedagogyin Participation:Childhood Association Educational Perspective.Porto:Porto Editora,(2012):9.
[30]Apple,M. Scientific interests and the nature of educational institutions. In:Pinar W(ed)Curriculum Theorizing:The Reconceptualists. Berkeley,CA:Mc Cutchan,(1975):127.
[32]Osberg,D. Taking care of the future? The complex responsibility of education and politics. In:Osberg D and Biesta G(eds)Complexity Theory and the Politics of Education. Rotterdam:Sense Publishing,(2010):162.
[33]Berlak,A. Back to basics:Liberating pedagogy and the liberal arts. In:the annual meeting of the American Educational research Association,Chicago,April,(1985):2.
[34]Arendt,H. The Origins of Totalitarianism. New York,Harcourt.(1951); Arendt,H. The Human Condition.Chicago,IL:University of Chicago Press.(1958); Arendt,H.The Life of the Mind,2 vols. London:Secker&Warburg(1978).
[35]Bourdieu,P. Practical Reason:On the Theory of Action,Stanford,CA:Stanford University Press(1998).
[36]Osberg,D.,Biesta,GJJ. Beyond presence:Epistemological and pedagogical implications of “strong”emergence.Interchange 38(1)(2007):31-51.
[37]Palaiologou,I. Child Observation for the early years.2nd ed. London:SAGE.(2012):11.
[38]胡中锋、王义宁:教育领导力模式变迁之反思[J].上海:华东师范大学学报(教育科学版),2015(3):11.
[39]Hay Group,Maverick:Breakthrough Leadership that Transforms Schools. 1st ed. London:Hay Group Management Ltd. 2002.