教学领导的概念创生与理论演进

董辉; 李路路; 张婕

doi:10.16382/j.cnki.1000-5560.2020.07.007

教学领导的概念创生与理论演进

doi: 10.16382/j.cnki.1000-5560.2020.07.007

华东师范大学教育管理学系，上海 200062

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出版历程
- 网络出版日期: 2020-07-14
- 刊出日期: 2020-07-14

The Conceptualization and Model Building of Instructional Leadership: Based on the Interview with Philip Hallinger

East China Normal University, Shanghai, 200062

摘要

摘要: 教学领导是教育领导领域十分重要且经典的理论模型，自上世纪80年代被提出以后，至今仍对理论和实践具有重要的影响力。本世纪以来，伴随“为学习的领导”研究热潮的兴起，教学领导理论再次得到关注。基于对教学领导理论和工具的主要创立者—菲利普•海林杰（Philip Hallinger）教授的专题访问，文章从亲历者和见证人的视角还原了这个标志性教育领导理论创生的历史过程，呈现了其在竞争性领导理论、多元文化情境以及不断升级的教育改革实践所编织的复杂背景中起落沉浮、渐进演化的脉络图景。文章最后着眼于教育领导研究日趋多元的发展格局，对本领域研究从哪里来、到哪里去的根本性议题进行了反思与展望。
- 教学领导 /
- 教育领导 /
- 教育管理 /
- 为学习的领导
Abstract: Instructional leadership (IL) is considered to be one of those key concepts and classic theoretical models in the field of educational leadership studies. For about forty years since it was launched in the middle of 1980s, this concept and model has guided researchers and even practitioners in their work all around the globe. The authors of this article recently conducted a thematic interview with Philip Hallinger, one of the founding scholars who first developed a clear conceptualization of instructional leadership, and made it possible to look at the process of the development and change of this concept and theory from his own perspective. Besides, this article tries to picture the dynamics of how IL corresponded to challenging leadership concepts, diverse cultural contexts as well as shifting educational reforms and eventually developed into a helpful organizing concept up till now. It concludes with reflections on some key issues concerning the themes, perspectives and interests for knowledge building in this field, discussing matters of historical roots and the future ahead for leadership study in education.
- instructional leadership /
- educational leadership /
- educational administration /
- leadership for learning

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参考文献(32)

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