The role of dialogue and modes of study educational leaders engage with on a Masters degree provided by a UK and a RussianРоль диалога и форм обучения по совместной российско- британской программе магистерской подготовки руководителей в сфере образования.
61 40
Ключевые слова:
высшее образование, диалог, формы обучения, управление образованием, культурные измерения, передача знаний, совместное конструирование знаний, жоғары білім, оқыту формалары, білім беруді басқару, мәдени өлшемдер, білімді тарату, білім беруді бірлесАннотация
Целью данного исследования является углубленное изучение того, какие формы обучения предпочитают представители управления образованием в процессе освоения совместного российско-британского модуля Управление образованием » (уровень магистратуры). В статье представлено восприятие сотрудниками управления школ, колледжей, университетов и Министерства образования одного из модулей программы магистерской подготовки. Материалом исследования послужили полуструктурированные опросы, проведённые в процессе четырехкратной реализациимодуля в Великобритании и России. Результаты исследования показывают, что представители управления образованием считают, что лекции, презентации, семинары и дистанционное обучение являются формами обучения, открывающими возможности для изучения альтернативных способов познания, действий и бытия. На основе теории Диммока и Уолкера (2008) о шести измерениях общественной/ региональной/ локальной культуры выявлено, что представители российского управления образованием, а также представители зарубежных стран, обучавшиеся по модулю, предпочитают дидактический подход к педагогике и принимают более пассивную роль в общении. Это предпочтение свидетельствует о том, на занятиях власть сконцентрирована у педагога, а бучающиеся руководители воспроизводят такую педагогику в своей профессиональной деятельности. Британские представители управления образованием в процессе обучения предпочитали более активную роль в диалогическом общении, где власть была более распределена между педагогами и обучающимися руководителями. Выводы имеют практическое значение, во-первых, для разработки международных поликультурных образовательных программ по управлению образованием в рамках международных пространств и структур, таких, как Болонский процесс; во-вторых, для организации программ магистерской подготовки для руководителей образования. В результате данного исследования получены новые знания, значимые для изучения педагогических аспектов программ подготовки представителей управления образованием, по которым обучаются представители различных культур, а также для организации таких программ. Бұл зерттеудің мақсаты білім беруді басқару өкілдерінің Ресей- Британ бірлескен бағдарламасы бойынша «Білім беруді басқару» (магистратура деңгейі) модулінде қандай оқыту формалары мен әдістерін таңдайтынын терең зерттеу болып табылады. Мақалада мектепті, колледжді, университеттерді және Білім министрлігін басқару қызметкерлерін магистрлік дайындаудың бір модулін қабылдау туралы айтылады. Зерттеу материалдарына Ұлыбританияда және Ресейде төрт мәрте жүргізіл білім беруді басқару өкілдерінің дәрістер, презентациялар, семинарлар және қашықтықтан оқытуды таным мен болмысты ұғынудағы әрекет түрлерін түсініп оқуға мүмкіндік беретін оқыту формаларының альтернативті әдістері деп санайтынын көрсетті. Диммока және Уолкердің (2008) қоғамдық / аймақтық / локальдық мәдениеттің алты өлшемдік теорияларының негізінде модуль бойынша білім алушы Ресей білім беру басқармасының және шетел өкілдерінің дидактикадағы педагогикалық тұрғыларды қалайтыны және олардың қарым- қатынаста пассивті рөл атқаратыны айқындалды.Бұл қалаулар сабақта билік педагогтың ықпалында болатынын, ал білім алушы басшылар мұндай педагогиканы сосын өз кәсіби қызметінде қайталап жасайтынын көрсетеді. Британдық білім беруді басқару өкілдері оқыту үдерісінде диалогтық қарым- қатынастағы белсенділікті алға шығара отырып, биліктің білім алушы басшылары мен педагогтары арасындағы теңдікке құрылуына мән берді. Тұжырымдардың практикалық маңыздылығы біріншіден, білім беруді басқарудың халықаралық кеңістік пен құрылымындағы, атап айтқанда: Болон процесі халықаралық полимәдениетті білім беру бағдарламаларын жасау, екіншіден, басқару ұйымдарына арналған білім беруді магистрлік бағдарламалар бойынша ұйымдастырудан көрінеді. Аталған зерттеу нәтижелері бойынша білім беруді басқару өкілдерін, әртүрлі мәдениеттердің өкілдерін оқытатын осындай бағдарламаларды ұйымдастыру және дайындаудың педагогикалық аспектілерін оқып үйренуде маңызды болып табылатын жаңа білімдер алынған.Библиографические ссылки
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9 Biddle, B., & Saha, L. (2005) The Untested Accusation. USA: Scarecrow Education.
10 Bloom, B. (1956) Taxonomy of educational objectives: The classification of educational goals: Handbook 1 cognitive domain.
New York: Longman.
11 Bohm, D. (1996) On Dialogue (ed. By Lee Nichol). London: Routledge.
12 Bottery, M. (2012) «Leadership, the logic of sufficiency, and the sustainability of education». Educational Management, Administration
and Leadership vol. 40, 4: pp. 449-463.
13 Bourdieu, P. (2000) Pascalian Meditations. Cambridge: Polity Press.
14 British Educational Research Association (2011) Ethical Guidelines for Educational Research. Online Retrieved 15.10.2012
Available at: http://content.yudu.com/Library/A1t9gr/BERAEthicalGuideline/resources/index.htm?referrerUrl=http%25
253A%25252F%25252Fwww.yudu.com%25252Fitem%25252Fdetails%25252F375952%25252FBERA-Ethical-Guidelines-
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15 Brune, J. P., &Krohn, D. (Eds.) (2005) Socratic Dialogue and ethics. Munster: Lit Verlag.
16 Central Advisory Council for Education (ACE) (1963) Half our Future (The Newsom Report). London: HMSO (Accessed,
July 2008).
17 Cohen, L., Manion, L., & Morrison, K. (2001) Research methods in education. London: Croom Helm.
18 Cribb, A. and Gewirtz, S. (2003) «Towards a sociology of just practices; an analysis of plural conceptions of justice.» In: C.
Vincent (ed) Social Justice Education and Identity. London: RoutledgeFalmer.
19 Davydov, V. (1995) The theory of developmental education. Moscow: Inter.
20 Delanty, G. (2001) Challenging Knowledge The University in the Knowledge Society. Buckingham: SRHE and Open University
Press.
21 Denscombe, M. (2003) The Good Research Guide Second Edition for Small Scale Social Research Projects. Berkshire: Open
University Press.
22 DfE. (2011) Education Act. London: HMSO.
23 Dimmock, C., & Walker, A. (2008) Educational Leadership. Culture and Diversity. London: Sage.
24 Donmoyer, R. (1990) «Generalisability and the single-case study.» In E.Eisner and A. Peskin (Eds) Qualitative Inquiry in
education: The continuing debate. New York: Teachers College Press.
25 Economic and Social Research Council (ESRC) (2010) Framework for Research Ethics (FRE) [online]. Available at: http://
www.esrc.ac.uk/ESRCInfoCentreImagesESRC_Re_Ethics_Frame_tcm6-11291.pdf.
26 Eraut, M. (1994) Developing professional knowledge and competence. Lewes: Falmer Press.
27 Farley-Ripple, E., Raffel, J. and Welch, C. (2012),»Administrator career paths and decision processes», Journal of Educational
Administration, 50 (6), 788 – 816.
28 Furlong, J., & Oancea, A. (2005) Assessing Quality in Applied and Practice-based Educational Research A Framework for
Discussion. Retrieved 4 3, 2006, available at: 1http://www.securewebmail.le.ac.uk/Exchange/ast11/Sent%20Items?RE:%20
MIE%20article-5.EML/Furlong%20and%20Oancea.pdf/C58EA28C-18C0-4a97-9AF2-036E93/Furlong%20and%20Oancea.
pdf?attach=1
29 Galperin, P., &Talysina, N. F. (1985) Modern Theory of the phased shaping mental destiny. Moscow: Moscow State University.
30 Gibson, W., Hall, A., & Callery, P. (2006) «Topicality and the structure of interactive talk in face-to-face seminar discussions:
implications for research in distributed learning media». British Educational Research Journal, 32 (1), 77-94.
31 Giles, L., and Smith, R. (2012) «Negotiating and constructing an educationally relevant leadership programme», Journal of
Educational Administration, 50 (2), 231 – 242.
32 Grint, K (2010) Leadership: The Enemy of the People? The International Journal of Leadership in Public Services.
33 Gunter, H. (2005) Conceptualising research in educational leadership. Educational Management Administration and Leadership,
33 (2), 165-180.
34 Hall, V. (1998) «We are all adult educators now: The implications of Adult Learning Theory for the continuing professional
development of educational leaders and managers». ESRC Seminar Series: Redefining Educational Management. Milton
Keynes, England.
35 Heckmann, G. (1981) Das sokratischeGespräch: Erfahrungen in philosophischen Hochschulseminaren. Hannover: Schroedel.
36 HESA. (2005) Table 0a - All students by institution, mode of study, level of study, gender and domicile. Retrieved 4 20, 2006,
from http://www.hesa.ac.uk/holidisdocs/pubinfo/student/institution0405.htm»
37 Hodgkinson, C. (1991) Educational Leadership: The moral art. Albany: State University of New York Press.
38 Hofstede, G (1986) Cultural differences in teaching and learning. International Journal of Intercultural Relations, 10 (3), 301-
320.
39 Hofstede, G. (1991)Cultures and Organizations. Berkshire: McGraw-Hill Book Company Europe.
40 Hofstede, G. (1997) Cultures and Organizations: Software of the Mind. McGraw Hill: New York.
41 Hutorski, A. (1998)The Competencies in formation: experience of the designing. Moscow: INEK.
42 Jackson, D. (2000) The School Improvement Journey: perspectives on leadership. School Leadership and Management, 20
(1), 67-78.
43 Kessels, J. (1997) Socrates op de markt: Filosofie in bedrijf. Amsterdam: Boom.
44 Klarin, M. (2007) Education to study: model systematic data acceptance, checking the hypotheses. No.1.
45 Kraevski, V. (2008) Pedagogical Language in the context of the modern scientific knowledge: The materials of methodology
conference seminar. Volgograd: Krasnodar.
46 Leal, F., & Saran, R. (2004) A Dialogue on the Socratic Dialogue, Act Two. (P. Shipley, Ed.) Occasional Working Papers in
Ethics and Critical Philosophy, 3.
47 Leicester, U. o. (2008). University of Leicester Ethics Code of Practice. Leicester: University of Leicester.
48 Leontiev, A. (1977) The Consciousness. The Personality. Moscow: Politisdat.
49 Lerner, I. (1974) Problem-based education. Moscow: Knowledge.
50 Lunt, I. (2002) Integrating Academic and Professional Knowledge: Constructing the Practitioner-Researcher. Retrieved 3 4,
2003, http://www.qut.edu.au/dresa/CPE/ProfDocs/Papers/Scott_paper.doc» Mahmutov, M. (1977) Organization of problemsolving
education in school. Moscow: Enlightenment.
51 Mahrous, A.A., Ahmed, A.A., (2009) «A Cross-Cultural Investigation of Students’ Perceptions of the Effectiveness of Pedagogical
Tools. The Middle East, the United Kingdom, and the United States». Journal of Studies in International Education
Online First, published on May 11.
52 Moos, L and Kofod, K. (2009) «Sustained successful school leadership in Denmark», Journal of Educational Administration,
47 (6), 709 – 718.
53 Olson, K., & Clarke, C. (2009) «A Signature Pedagogy in Doctoral Education: The Leader Scholar Community». Educational
Researcher, 38 (3), 216-221.
54 Pring, R. (2000) Philosophy of Educational Research. London: Continuum.
55 Pring, R. (2007) «The Common School». Journal of Philosophy of Education 41 (4) 503–522.
56 Quality Assurance Agency (2010) Master’s Degree Characteristics. Gloucester: Quality Assurance Agency.
57 Rayner, S., Gunter, H. M., & Powers, S.(2002) Professional Development Needs for Leaders in Special Education. Journal
of In-Service Education, 28 (1), 79-93.
58 Ribbins, P., & Gunter, H. (2002) «Mapping leadership studies in education: towards a typology of knowledge domains».
Educational Management and Administration, 30 (4), 359-386.
59 Russian Education - 2020: A Model of Education for an Economy based on Knowledge in Russian. (2008). Moscow.
60 Salmon, G. (2007) E-Moderating: the key to teaching and learning online. London: Taylor and Francis.
61 Saran, R., and Neisser, B. (2004) Enquiring Minds. Stoke-on-Trent: Trentham Books.
62 Schedrovitski, G. (1995) Selected Works. Moscow: Moscow School.
63 Schulman, L., Golde, C., Conklin, B., &Garabedian, K. (2006) «Reclaiming Education’s Doctorates: A critique and a proposal
». Educational Researcher, 25, 25-32.
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Information Age Publishing Inc.
65 Taysum, A. (2010). Evidence Informed Leadership. London: Continuum.
66 Thrupp, M. (2005) «The National College for School Leadership a critique». Management in Education, 19 (2), 13-19.
67 Vygotsky, L. (1956) Selected Psychological Studies. Moscow: Moscow.
68 Wikeley, F., & Mushamp, Y. (2004) Pedagogical implications of working with doctoral students at a distance. Distance Education,
25 (1), 125-142.
69 Zankov, L. (1957) Pedagogika. Moscow: Moscow.
Improving Schools, 9 (3), 192-202.
2 Asmolov, A. (2003) «Practical psychology and designing the variant education in Russia: from conflict paradigm to tolerancy
paradigm». Questions to Psychologies, 4, 3-4.
3 Asmolov, A. (2007) The Psychology to personalities, Cultural-history understanding the development of the person. Moscow:
Moscow Academy.
4 Ball, S. (2006) Education Policy and Social Class. London: Routledge Taylor and Francis Group.
5 Barnett, R. (2000) Realising the university in an age of supercomplexity. Buckingham: Open University Press.
6 Barnett, R., Coate, K. (2005) Engaging the Curriculum in Higher Education. Maidenhead: Open University Press.
7 Bartram, B., and Bailey, C. (2009) «Different students, same difference?: A comparison of UK and international students’
understandings of ‘effective teaching’». Active Learning in Higher Education, 10, (2), 172-184.
8 Bespalko, V. (1989) Composed pedagogical technologies. Moscow: Pedagogika.
9 Biddle, B., & Saha, L. (2005) The Untested Accusation. USA: Scarecrow Education.
10 Bloom, B. (1956) Taxonomy of educational objectives: The classification of educational goals: Handbook 1 cognitive domain.
New York: Longman.
11 Bohm, D. (1996) On Dialogue (ed. By Lee Nichol). London: Routledge.
12 Bottery, M. (2012) «Leadership, the logic of sufficiency, and the sustainability of education». Educational Management, Administration
and Leadership vol. 40, 4: pp. 449-463.
13 Bourdieu, P. (2000) Pascalian Meditations. Cambridge: Polity Press.
14 British Educational Research Association (2011) Ethical Guidelines for Educational Research. Online Retrieved 15.10.2012
Available at: http://content.yudu.com/Library/A1t9gr/BERAEthicalGuideline/resources/index.htm?referrerUrl=http%25
253A%25252F%25252Fwww.yudu.com%25252Fitem%25252Fdetails%25252F375952%25252FBERA-Ethical-Guidelines-
2011 .
15 Brune, J. P., &Krohn, D. (Eds.) (2005) Socratic Dialogue and ethics. Munster: Lit Verlag.
16 Central Advisory Council for Education (ACE) (1963) Half our Future (The Newsom Report). London: HMSO (Accessed,
July 2008).
17 Cohen, L., Manion, L., & Morrison, K. (2001) Research methods in education. London: Croom Helm.
18 Cribb, A. and Gewirtz, S. (2003) «Towards a sociology of just practices; an analysis of plural conceptions of justice.» In: C.
Vincent (ed) Social Justice Education and Identity. London: RoutledgeFalmer.
19 Davydov, V. (1995) The theory of developmental education. Moscow: Inter.
20 Delanty, G. (2001) Challenging Knowledge The University in the Knowledge Society. Buckingham: SRHE and Open University
Press.
21 Denscombe, M. (2003) The Good Research Guide Second Edition for Small Scale Social Research Projects. Berkshire: Open
University Press.
22 DfE. (2011) Education Act. London: HMSO.
23 Dimmock, C., & Walker, A. (2008) Educational Leadership. Culture and Diversity. London: Sage.
24 Donmoyer, R. (1990) «Generalisability and the single-case study.» In E.Eisner and A. Peskin (Eds) Qualitative Inquiry in
education: The continuing debate. New York: Teachers College Press.
25 Economic and Social Research Council (ESRC) (2010) Framework for Research Ethics (FRE) [online]. Available at: http://
www.esrc.ac.uk/ESRCInfoCentreImagesESRC_Re_Ethics_Frame_tcm6-11291.pdf.
26 Eraut, M. (1994) Developing professional knowledge and competence. Lewes: Falmer Press.
27 Farley-Ripple, E., Raffel, J. and Welch, C. (2012),»Administrator career paths and decision processes», Journal of Educational
Administration, 50 (6), 788 – 816.
28 Furlong, J., & Oancea, A. (2005) Assessing Quality in Applied and Practice-based Educational Research A Framework for
Discussion. Retrieved 4 3, 2006, available at: 1http://www.securewebmail.le.ac.uk/Exchange/ast11/Sent%20Items?RE:%20
MIE%20article-5.EML/Furlong%20and%20Oancea.pdf/C58EA28C-18C0-4a97-9AF2-036E93/Furlong%20and%20Oancea.
pdf?attach=1
29 Galperin, P., &Talysina, N. F. (1985) Modern Theory of the phased shaping mental destiny. Moscow: Moscow State University.
30 Gibson, W., Hall, A., & Callery, P. (2006) «Topicality and the structure of interactive talk in face-to-face seminar discussions:
implications for research in distributed learning media». British Educational Research Journal, 32 (1), 77-94.
31 Giles, L., and Smith, R. (2012) «Negotiating and constructing an educationally relevant leadership programme», Journal of
Educational Administration, 50 (2), 231 – 242.
32 Grint, K (2010) Leadership: The Enemy of the People? The International Journal of Leadership in Public Services.
33 Gunter, H. (2005) Conceptualising research in educational leadership. Educational Management Administration and Leadership,
33 (2), 165-180.
34 Hall, V. (1998) «We are all adult educators now: The implications of Adult Learning Theory for the continuing professional
development of educational leaders and managers». ESRC Seminar Series: Redefining Educational Management. Milton
Keynes, England.
35 Heckmann, G. (1981) Das sokratischeGespräch: Erfahrungen in philosophischen Hochschulseminaren. Hannover: Schroedel.
36 HESA. (2005) Table 0a - All students by institution, mode of study, level of study, gender and domicile. Retrieved 4 20, 2006,
from http://www.hesa.ac.uk/holidisdocs/pubinfo/student/institution0405.htm»
37 Hodgkinson, C. (1991) Educational Leadership: The moral art. Albany: State University of New York Press.
38 Hofstede, G (1986) Cultural differences in teaching and learning. International Journal of Intercultural Relations, 10 (3), 301-
320.
39 Hofstede, G. (1991)Cultures and Organizations. Berkshire: McGraw-Hill Book Company Europe.
40 Hofstede, G. (1997) Cultures and Organizations: Software of the Mind. McGraw Hill: New York.
41 Hutorski, A. (1998)The Competencies in formation: experience of the designing. Moscow: INEK.
42 Jackson, D. (2000) The School Improvement Journey: perspectives on leadership. School Leadership and Management, 20
(1), 67-78.
43 Kessels, J. (1997) Socrates op de markt: Filosofie in bedrijf. Amsterdam: Boom.
44 Klarin, M. (2007) Education to study: model systematic data acceptance, checking the hypotheses. No.1.
45 Kraevski, V. (2008) Pedagogical Language in the context of the modern scientific knowledge: The materials of methodology
conference seminar. Volgograd: Krasnodar.
46 Leal, F., & Saran, R. (2004) A Dialogue on the Socratic Dialogue, Act Two. (P. Shipley, Ed.) Occasional Working Papers in
Ethics and Critical Philosophy, 3.
47 Leicester, U. o. (2008). University of Leicester Ethics Code of Practice. Leicester: University of Leicester.
48 Leontiev, A. (1977) The Consciousness. The Personality. Moscow: Politisdat.
49 Lerner, I. (1974) Problem-based education. Moscow: Knowledge.
50 Lunt, I. (2002) Integrating Academic and Professional Knowledge: Constructing the Practitioner-Researcher. Retrieved 3 4,
2003, http://www.qut.edu.au/dresa/CPE/ProfDocs/Papers/Scott_paper.doc» Mahmutov, M. (1977) Organization of problemsolving
education in school. Moscow: Enlightenment.
51 Mahrous, A.A., Ahmed, A.A., (2009) «A Cross-Cultural Investigation of Students’ Perceptions of the Effectiveness of Pedagogical
Tools. The Middle East, the United Kingdom, and the United States». Journal of Studies in International Education
Online First, published on May 11.
52 Moos, L and Kofod, K. (2009) «Sustained successful school leadership in Denmark», Journal of Educational Administration,
47 (6), 709 – 718.
53 Olson, K., & Clarke, C. (2009) «A Signature Pedagogy in Doctoral Education: The Leader Scholar Community». Educational
Researcher, 38 (3), 216-221.
54 Pring, R. (2000) Philosophy of Educational Research. London: Continuum.
55 Pring, R. (2007) «The Common School». Journal of Philosophy of Education 41 (4) 503–522.
56 Quality Assurance Agency (2010) Master’s Degree Characteristics. Gloucester: Quality Assurance Agency.
57 Rayner, S., Gunter, H. M., & Powers, S.(2002) Professional Development Needs for Leaders in Special Education. Journal
of In-Service Education, 28 (1), 79-93.
58 Ribbins, P., & Gunter, H. (2002) «Mapping leadership studies in education: towards a typology of knowledge domains».
Educational Management and Administration, 30 (4), 359-386.
59 Russian Education - 2020: A Model of Education for an Economy based on Knowledge in Russian. (2008). Moscow.
60 Salmon, G. (2007) E-Moderating: the key to teaching and learning online. London: Taylor and Francis.
61 Saran, R., and Neisser, B. (2004) Enquiring Minds. Stoke-on-Trent: Trentham Books.
62 Schedrovitski, G. (1995) Selected Works. Moscow: Moscow School.
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Как цитировать
Taysum А., Trapitsin, S. Y., & Pogosian, V. A. (2016). The role of dialogue and modes of study educational leaders engage with on a Masters degree provided by a UK and a RussianРоль диалога и форм обучения по совместной российско- британской программе магистерской подготовки руководителей в сфере образования. Вестник КазНУ. Серия педагогическая, 43(3). извлечено от https://bulletin-pedagogic-sc.kaznu.kz/index.php/1-ped/article/view/77
Выпуск
Раздел
Психолого-педагогические проблемы профессиональной подготовки специалистов.
