Distributed pedagogical leadership and generative dialogue in educational nodes

Abstract

The article presents practices of distributed pedagogical leadership and generative dialogue as a tool with which management and personnel can better operate in the increasingly turbulent world of education. Distributed pedagogical leadership includes common characteristics of a professional learning community when the educational actors intentionally share a common mission. There, all stakeholders take collective responsibility for students' learning. Generative dialogue is a way to negotiate in this realm in generating new knowledge and understanding. To introduce this process in practice, the article describes two Finnish learning environments where the stakeholders define, first, the critical nodes, paths and contents in students' individual learning paths in vocational education, and, second, presents examples of generative dialogue within distributed pedagogical leadership.

Professional Learning of Teachers in Ethiopia: Challenges and Implications for Reform

“…to bring about a (1) developing a developing the strong emphasis on the role of leadership in leading the professional learning of staff , explained that school leaders should move beyond just organising opportunities for teachers to learn and become involved in the learning itself and promote learning cultures within their schools. Similarly, Jäppinen and Sarja (2012) have suggested that dialogue and what they call distributed pedagogical leadership or collaborative leadership would provide a promising approach to leading schools. The data revealed that these ideas were not being applied in Ethiopian schools.…”

“…Leadership, according to Day (1999), plays a crucial role in enabling or discouraging learning. As Beattie (2002) states the notion that leadership is the exclusive domain of one group of individuals in a school should be challenged, and a view of leadership as inclusive, connected, and collaborative should be promoted (see Jäppinen, 2012;Jäppinen & Sarja, 2012). The educational leadership culture of the Ethiopian secondary schools should not only be required to move out of the traditional command and control model but also needs to be reconceptualized in a way that meets the demands of the current complex and dynamic nature of educational reforms.…”

Preparing education for the crises of tomorrow: A framework for adaptability

“…Community cooperation manifests itself in collective mobilisation based on shared aims, negotiated and constructed through generative dialogue (Jäppinen and Sarja 2012 ). Community-led processes identify needs, aims and strategies in ways that can be adjusted as circumstances evolve (Ensor et al 2018 ; Reid et al 2009 ).…”

The School as Ecosystem of Developing Child-Adult Communities: Activity Approach to Designing the School of the Future

“…Вместо классов, образующих традиционную школу, возникают специальные павильоны-подпространства. Вместо уроков возникают хабы и узлы («ноды») включения учащегося в работу различных сетевых проектных и исследовательских сообществ при освоении «стеков» предметного и метапредметного (деятельностного) содержания образования [18,19,22].…”