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篇名
分散式領導與民主學習社群之建構:社區大學創新計畫的行動研究   全文下載 更多文章
並列篇名
Distributed Leadership and the Construction of a Democratic Learning Community: An Action Research Project on an Innovative Program in a Community University
作者 方雅慧
中文摘要
在日趨市場化和強調績效責信的新管理主義政策調控,具有社會理想的辦學團體,從既有辦學模式中,朝向形構融入入民主價值之組織作為,繫於教育現場工作者推動學習民主之明顯企圖。
本研究以行動研究,採歷史文化及社會建構觀點的活動理論觀點,以社區大學校園內實務工作者及計畫人員為社群及活動系統界線,捕捉教育工作者如何投身在其教育工作系統的衝突之間,從嘗試解決、衍生與化解衝突的歷程中,拓展其自身的工作疆界也轉化工作認同。由於活動是實踐社群成員協力,融合分散式領導的互惠式影響活動理論架構,參與者在投身過程中經歷價值澄清、增能和轉化,已展現在學習、思辨和參與的深度和廣度,並隱現從表達民主到發展深度民主的專業發展途徑。
英文摘要
Schools that advocate democratic values need to work on their school organization to resist privatization of education, to embody the spirit of democracy in their structures and processes and to offer democratic learning courses.
The author worked as an action researcher investigating the nurturing of professional development among adult education practitioners. Grafted from the historical context and development stage of the process of action research, the initiative and intervention focused on redefining the activity system of the researchers (including the project manager) and the staff team of a community universities, from a distributed leadership perspective to one centered on a democratic core. It was hoped to propose an alternative paradigm of school leadership that would provide new opportunities to create democratic structures and processes and democratic courses.
This action research scaffolded a systemic approach to organizational learning at individual, organizational and inter-organizational levels. Based on these efforts, a structured professional development pathway for “change makers” emerged.
起訖頁 089-126
關鍵詞 學習民主分散式領導積極公民資質專業發展專業介入learning democracydistributed leadershipactive citizenshipprofessional developmentprofessional engagement
刊名 臺灣教育社會學研究
期數 201606 (16:1期)
出版單位 臺灣教育社會學學會
DOI 10.3966/168020042016061601003  複製DOI
該期刊-上一篇 反省文化資本理論在臺灣的有效性:文化品味、教育和階級的關聯性及其變遷
該期刊-下一篇 為何不傾聽學生的聲音?學生課程觀及其對課程研究的啟示
 

  

   
  臺灣教育社會學學會 Taiwan Association for Sociology of Education
本刊採用CC創用4.0國際CC BY-NC-ND(姓名標示-非商業性-禁止改作)模式。
  臺灣教育社會學研究