摘要
学习从来就是教育领导的核心目标。但教育领导脱胎于一般领导理论,在探寻教育领导效果机制,即"学习-领导"关系的过程中,由于缺乏对教育特质的关怀而饱受批评。当前全球化和知识社会的兴起,对学习产生了新的理解与要求,进而影响了教育领域中对领导的本质及其在推进学习方面扮演角色的理解。这一变化是理解教育领导的范式变迁,并对未来的教育领导研究产生深刻影响,表现为将广泛分布的学习与领导视为教育社群的本质特征;学习与领导密不可分,学习者即领导者,领导者即学习者;将关注点从学生学习扩展至整个教育社群的学习,从校长领导扩展至整个教育社群的领导。
Educational leadership should have taken learning as its center and goal, and taken the learning-leading relationship as its core inquiry. However, the educational leadership study de-rived from the general leadership study, which provoked a lot of criticism of being less educative concerned. The rise of glohalization and knowledge society brings new understanding of learning, which fosters a new insight of educational leadership about its nature and function in terms of learn- ing promotion. This is a new paradigm to understand educational leadership, and will deeply influ- ence the research in this area. The new educational leadership takes broadly distributed learning and leadership as the nature of educative community. Learning and leadership are closely inter- wound, in which every learner is a leader, and every leader is a learner. Educational leadership should extend its understanding of learning from students learning to the learning of every member of the community, and that of leadership from principal leadership to the leadership capacity of the whole community.
出处
《全球教育展望》
CSSCI
北大核心
2014年第4期28-37,共10页
Global Education
关键词
学习-领导
学习社群
教师领导
learning - leading relationship
learning community
teacher leadership
