Formar directivos para la escuela real. Un enfoque basado en el análisis de la práctica en grupos
| Issue | Vol. 6 Núm. 1 (2022): Ciencia y Educación - Monográfico Especial sobre Formación Docente |
| DOI | |
| Publicado | mar 5, 2022 |
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Estadísticas |
Resumen
El artículo presenta un programa de formación continua de directores/as escolares, junto a los principales resultados del proyecto de investigación que se desarrolló en paralelo para determinar su alcance y eficacia. El programa adoptó un enfoque de coaching grupal, implicando la retroalimentación mediante instrumentos específicos y a partir de casos elaborados por los participantes sobre situaciones problemáticas experimentadas en su práctica directiva. En el proyecto de investigación se evaluó la satisfacción de los participantes y el rendimiento de los grupos según su ajuste a la estructura del programa. Además, se realizó un análisis primario de la interacción dentro de los grupos, así como sendos análisis secundarios sobre (a) los sesgos y las dificultades comunicativas encontrados por los grupos y las maneras de afrontarlos, y (b) la construcción de conocimiento práctico por parte de los participantes. Se reúnen por primera vez los desarrollos principales del programa con el objeto de establecer conclusiones que nos permitan avanzar en la búsqueda de estrategias eficaces para la formación de directivos escolares.
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Daly, A.J., Moolenaar, N.M., Bolivar, J.M., & Burke, P. (2010). Relationships in reform: The role of teachers’ social networks. Journal of Educational Administration, 48(3) 359-391.
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De-Miguel, M., San-Fabián, J.L., Belver, J.L. & Argüelles, M.C. (2011). Evaluación de la satisfacción de los participantes en formación profesional para el empleo. RELIEVE, 13(1), 83-103. https://doi.org/10.7203/relieve.13.1.4213
Devos, G., & Bouckenooghe, D. (2009). An Exploratory Study on Principals’ Conceptions about Their Role as School Leaders. Leadership and Policy in Schools, 8(2), 173-196. https://doi.org/10.30827/profesorado.v23i2.9390
Dyke, P.R.V. (2014). Virtual group coaching: A curriculum for coaches and educators. Journal of Psychological Issues in Organizational Culture, 5(2), 72-86. https://doi.org/10.7203/relieve.13. 1.4213
Dyke, M. (2017) Paradoxes of a long life learning: An exploration of Peter Jarvis’s contribution to experiential learning theory. International Journal of Lifelong Education, 36(1-2), 23-34.
Ellis, S., Carette, B., Anseel, F., & Lievens, F. (2014). Systematic reflection: Implications for learning from successes and failures. Psychological Science, 23(1), 67-72.
Fernández-Sánchez, M.R. & Valverde-Berrocoso, J. (2014). Comunidades de práctica: un modelo de intervención desde el aprendizaje colaborativo en entornos virtuales. Comunicar, 42, 97-105, http://dx.doi.org/10.3916/C42-2014-09.
Flückiger, B., Aas, M., Nicolaidou, M., Johnson, G., & Lovett, S. (2016). The potential of group coaching for leadership learning. Professional Development in Education, 43(4), 612-629. https://doi.org/10.1080/19415257.2016.1223736
Forde, C., McMahon, M., & Gronn, P. (2013). Designing individualised leadership development programmes. School Leadership & Management, 33(5), 440-456. https://doi.org/10.1080/13632434.2013.813455.
Forde, C., McMahon, M., Gronn, P., & Martin, M. (2013). Being a leadership development coach: A multi-faceted role. Educational Management Administration & Leadership, 41(1), 105-119. https://doi.org/10.1177/1741143212462699
Giannoukos, G., Bessas, G., Galiropoulos, C., & Hioctou, V. (2015) The andragogy, the social change and the transformative learning educational approaches in adult education. Journal of Education and Practice, 6(7), 131-136.
Goff, P., Guthrie, J.E., Goldring, E., & Bickman, L. (2014). Changing principals’ leadership through feedback and coaching. Journal of Educational Administration, 52(5), 682-704, https://doi.org/10.1108/JEA-10-2013-0113.
Grissom, J.A., Egalite, A.J., & Lindsay, C.A. (2021) How Principals Affect Students and Schools. A Systematic Synthesis of Two Decades of Research. The Wallace Foundation. http://www.wallacefoundation.org/principalsynthesis.
Hallinger, P., & Bridges, E. (2017). A Systematic Review of Research on the Use of Problem-Based Learning in the Preparation and Development of School Leaders. Educational Administration Quarterly, 53(2), 255-288.
Hallinger, P., & Snidvongs, K. (2005). Adding value to school leadership and management. National College for School Leadership.
Hargrove, R. (2008). Masterful coaching. Jossey-Bass.
Harris, A., Leithwood, K., Day, C., Sammons, P., & Hopkins, D. (2007) Distributed leadership and organizational change: Reviewing the evidence. Journal of Educational Change, 8, 337-347.
Hernández-Sellés N., González-Sanmamed, M., & Muñoz-Carril, P.C. (2014). La planificación del aprendizaje colaborativo en entornos virtuales. Comunicar, 42, 25-33, http://dx.doi.org/10.3916/C42-2014-02.
Heslin, P., & Keating, L. (2017). In learning mode? The role of mindsets in derailing and enabling experiential leadership development. The Leadership Quarterly, 28, 367-384.
Huber, S.G. (2013). Multiple Learning Approaches in the Proffesional Development of School Leaders – Theoretical Perspectives and Empirical Findings on Self-assessment and Feedback. Educational Management Administration and Leadership, 41(4), 527-540. https://doi.org/10.30827/profesorado.v23i2.9390
Huber, S.G., & Hiltmann, M. (2011). Competence Profile School Management (CPSM) – an Inventory for the Self-Assessment of School Leadership. Educational Assessment, Evaluation and Accountability, 23(1), 65-88. https://doi.org/10.30827/profesorado.v23i2.9390
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Administrador de la educación
Apoyo pedagógico
Dinámica de grupos
Capacitación
Liderazgo Conocimiento
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Marita Sánchez-Moreno
Universidad de Sevilla, España
Julián López-Yáñez
Universidad de Sevilla, España
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Sánchez-Moreno, M., & López-Yáñez, J. . (2022). Formar directivos para la escuela real. Un enfoque basado en el análisis de la práctica en grupos. Ciencia Y Educación, 6(1), 43–61. https://doi.org/10.22206/cyed.2022.v6i1.pp43-61