Unfolding Teaching Practices in Higher Education Courses: Cases from School Leadership Programs

This article provides insight into teaching practices in higher education. The empirical data are from master's programs in educational school leadership at universities in Norway and the United States (California). We employed a case study approach to investigate how teaching practices unfolded at the two sites. The data comprised textual materials and video data from two cases. Using Actor–Network Theory, we identified the key entities (social and material) that constitute the teaching practices. While the entities were fairly similar in the cases, the resulting relationships between them, while appearing distinctive, differed. Insights into how teaching practices unfold can offer valuable knowledge when evaluating existing programs and designing new programs in higher education

Dilemmas of mentoring in teacher education: constructing the object

In most countries, teacher education is organised as a joint effort between Higher Education Institutions and local schools. Studies report tensions between the two, often focussing on the so-called theory/practice gap in teacher education. Other studies indicate tensions within the internship, between mentors' roles and responsibilities towards their pupils and their roles and responsibilities as teacher educators. In this paper I use Activity Theory to analyse mentors' and student teachers talk in internship. In internship several needs and motives work on the construction of objects of activity. Based on empirical evidence I identify how pupils' need for continuity and stable routines, the mentors' need to be accountable deliverers of curriculum, and the student teachers need to experiment and try out their ideas may lead to a continuous construction and reconstruction of objects. In earlier work (Ottensen, 2006), I have discussed how mentors' and student teachers' talk is emergent and serendipitous, and that mentors often close rather than expand objects of inquiry. In this paper I investigate objects of inquiry as objects under construction, and show how the mentors' discursive actions connect to the needs and motives of the school, rather than teacher education. In conclusion, I argue that we need to think of internship in teacher education as a design process, paying attention to how objects of inquiry balance motives, promote inspiration, and provide sufficient stability and flexibility (cf. Kaptelinin & Nardi, 2006)

Committing to School Development: Social and Material Entanglements

School leaders are faced with an unprecedented growth in school data accompanied by expectations that they use this data to improve their institutions. Current technologies enable complex processes of unifying and analysing data in personalised and accessible formats. This study investigates a tool developed by the Norwegian Directorate for Education and Training called the Point of View analysis (PoV). The PoV combines outcome-based data on achievement, data from staff surveys about current practices, and the staff’s reflections. A central tenet in Actor-Network Theory (ANT) is that material tools do not just regulate the activities of humans, but have their own agency and form relationships with their human counterparts. This analysis positions the PoV as an actor that may transform, distort, or modify meaning or elements. A content analysis of the PoV instrument is conducted, and interviews with three school principals who have used the tool are analysed. An ANT-inspired analytical approach is used to demonstrate how the PoV tool connects local practices with national policies and discourses in emerging and fluctuating networks. This analysis revealed that powerful policy discourses may be compromised by their entanglement with local and regional concerns

Et kunnskapsgrunnlag for skoleledelse

Utdanning av skoleledere vies stor oppmerksomheter, både i politikk, i forskning og som praksis, men forskning tyder på at det mangler et omforent kunnskapsgrunnlag som kan definere hva slik utdanning kan eller bør inneholde. Tvert imot synes det å være et mangfold blant tilbydere både nasjonalt og internasjonalt. I artikkelen utforskes hva som kan utgjøre et kunnskapsgrunnlag for skoleledelse, og hva det kan bety for opplæring av skoleledere. Mot en bakgrunn av hva vi vet om skolelederopplæring, beskrives ledelse som profesjonelt arbeid der kjernen er ansvaret for og retten til å fatte beslutninger basert på skjønnsmessige vurderinger. Hoveddelen av artikkelen er drøfting av hva det kan bety å forankre kunnskapsgrunnlaget for skoleledelse i pedagogikken.  Avslutningsvis pekes det på implikasjoner for skolelederopplæring.  Nøkkelord: kunnskapsgrunnlag, profesjonelt arbeid, skoleledelse, skolelederopplæring.AbstractCurrently, the education of school leaders is receiving considerable attention in policy, research and as a practice. However, research indicates a lack of agreement about the curriculum that could or should define such education; there seems to be great diversity among providers both nationally and internationally. The article explores what might constitute core knowledge for educational leaders. Against the background of what we know about leadership education the article describes leadership as professional work, where school leaders are responsible for and have the right to make decisions based on professional discretion. The main part of the article is a discussion of what might be implications of grounding leadership education in educational science. Finally, some implications for leadership education are suggested.Keywords: knowledge base, professional work, educational leadership, school leader education

Committing to School Development: Social and material entanglements

School leaders are faced with an unprecedented growth in school data accompanied by expectations that they use this data to improve their institutions. Current technologies enable complex processes of unifying and analysing data in personalised and accessible formats. This study investigates a tool developed by the Norwegian Directorate for Education and Training called the Point of View analysis (PoV). The PoV combines outcome-based data on achievement, data from staff surveys about current practices, and the staff’s reflections. A central tenet in Actor-Network Theory (ANT) is that material tools do not just regulate the activities of humans, but have their own agency and form relationships with their human counterparts. This analysis positions the PoV as an actor that may transform, distort, or modify meaning or elements. A content analysis of the PoV instrument is conducted, and interviews with three school principals who have used the tool are analysed. An ANT-inspired analytical approach is used to demonstrate how the PoV tool connects local practices with national policies and discourses in emerging and fluctuating networks. This analysis revealed that powerful policy discourses may be compromised by their entanglement with local and regional concerns

Dilemmas of mentoring in teacher education: constructing the object

In most countries, teacher education is organised as a joint effort between Higher Education Institutions and local schools. Studies report tensions between the two, often focussing on the so-called theory/practice gap in teacher education. Other studies indicate tensions within the internship, between mentors' roles and responsibilities towards their pupils and their roles and responsibilities as teacher educators. In this paper I use Activity Theory to analyse mentors' and student teachers talk in internship. In internship several needs and motives work on the construction of objects of activity. Based on empirical evidence I identify how pupils' need for continuity and stable routines, the mentors' need to be accountable deliverers of curriculum, and the student teachers need to experiment and try out their ideas may lead to a continuous construction and reconstruction of objects. In earlier work (Ottensen, 2006), I have discussed how mentors' and student teachers' talk is emergent and serendipitous, and that mentors often close rather than expand objects of inquiry. In this paper I investigate objects of inquiry as objects under construction, and show how the mentors' discursive actions connect to the needs and motives of the school, rather than teacher education. In conclusion, I argue that we need to think of internship in teacher education as a design process, paying attention to how objects of inquiry balance motives, promote inspiration, and provide sufficient stability and flexibility (cf. Kaptelinin & Nardi, 2006)

Internationalisation in leadership education: Opportunities and challenges in an Erasmus Intensive Programme

Over hele verden fremmes internasjonalisering som en viktig dimensjon for studiekvalitet, og internasjonalisering løftes som en sentral dimensjon i skolelederutdanning. Et viktig mål for Erasmus-programmene er å fremme studentmobilitet. Antallet studenter på slike utvekslingsprogram har økt gradvis gjennom en årrekke, men vi har per i dag lite kunnskap om på hvilken måte slike program bidrar til økt kvalitet, og hvilken betydning deltakelse i slike program har for studenters læring. I denne artikkelen undersøker vi et Erasmus Intensive Programme (EIP), Leadership for Democratic Citizenship in European Schools. Deltakerne var masterstudenter i utdanningsledelse fra Spania, Tyrkia, Polen, Norge, England og Irland. Hensikten med denne artikkelen er å undersøke studentenes muligheter for kunnskapsutvikling. Vi tar utgangspunkt i Wells’ læringssyklus når vi analyserer survey-data, intervjuer og kursmateriell. Tre områder viser seg å være vesentlige for studentenes læring: kommunikasjon, kritisk tenkning og studieinnholdet. I artikkelen diskuterer vi hvordan ulike aspekter ved disse områdene bidro til, og i noen tilfeller begrenset, studentenes muligheter for å utvikle lederkompetanse.Analysen viser at designet av dette EIPet hadde et potensial for å gi gode muligheter for studentenes læring. Men den viser også at i et internasjonalt program er det utfordringer knyttet til kommunikasjon og utvelgelse av innhold. Dessuten tyder resultatene på at for å nå målsettingen om å bidra til at studentene utvikler kritisk tenkning kreves et lengre forløp enn et to-ukers internasjonalt program.Nøkkelord: internasjonalisering, skolelederutdanning, Erasmus Intensive ProgrammeAbstractInternationalisation in higher education is promoted as positive and important in education policies world wide, and an international perspective is regarded as crucial in leadership research and education. A central aim of the Erasmus Programmes is to increase student mobility, and although the number of students in such programmes has increased steadily over the years, we know less about the challenges and benefits for students and staff who participate, and how the experience of studying abroad may contribute to students’ learning. The focus in this paper is on the Erasmus Intensive Programme (EIP) Leadership for Democratic Citizenship in European Schools for master students in educational leadership from Spain, Turkey, Poland, Norway, Ireland, and England. The aim is to explore the students’ opportunities for learning. Wells’ cycle of knowing is used as an analytical approach in an analysis of survey data, interviews and course material. The findings suggest that three key areas were pivotal for the students’ opportunities for knowledge building: communication, critical thinking and the course curriculum. In the paper we discuss how aspects within these three areas enhance, and in some cases hinder, the development of the students as critical change agents able to lead democratic schools and engage in improvement.The analysis indicates that the EIP had a potential to create learning opportunities. However, we point to challenges related to language and communication and choice of curriculum content. Moreover, our study indicates that designing for criticality is problematic in short term international programmes.Keywords: internationalisation, leadership education, Erasmus Intensive Programm

Digital technologies in policy assemblages in Ireland and Norway: A visual network analysis

Increasingly, school leaders and teachers are being expected to use digital technologies to collect data to analyze, plan and organize teaching and learning. Such expectations can be traced to a number of policy initiatives over the last decade. This study is concerned with how educational policy puts forward ambitions of digital school leadership and teaching practices by deploying the concept of policy assemblage. We analyzed six policy documents from Ireland and Norway to identify the actors assembled to fulfill governmental ambitions and practices with digital technologies in schools. The unpacking of actors that may partake in such assemblages was visualized and analyzed using visual network analysis. The findings indicate digital school leadership and teaching practices in Ireland and Norway have the potential to be steered by digital actors that facilitate multiple activities at once and shed light on the diverse and multifaceted relationships that make up these governing practices

Organisational routines – the interplay of legal standards and professional discretion

Discretion is described as a hallmark of professional work. Professional discretion rests on trust in the ability of certain occupational groups to make sound decisions ‘on behalf’ of societal authorities. It has been suggested that in Europe, managerialist-influenced policies with increased focus on control and accountability have placed pressure on professional discretion. Although earlier studies have demonstrated tensions between external and internal accountability, they have not highlighted how legal forms of authority are key aspects in the regulation of education, or how professionals handle legal standards in their practices. The purpose of this study is to understand the interplay between legal standards and professional discretion. An organisational routines perspective is used to examine this interplay. Empirically, the students’ legal rights to a good psychosocial environment are used as a case. Based on interviews with principals, deputies and teachers in Norwegian schools, the paper examines how legal norms are translated into social practices, and how practitioners construct and legitimise their work. The study shows how preventive and remedial measures are prevalent in Norwegian schools. When laws and regulations require specific procedures, they are transformed into routines based on the schools’ iterative practices. The study adds an empirical analysis to current understandings of juridification in education