Leading school with diverse worldviews: Finnish principals’ perceptions

Lipiäinen, Tuuli; Jantunen, Anita; Kallioniemi, Arto

doi:10.1080/13617672.2020.1859791

Cited by 8 publications

(2 citation statements)

References 33 publications

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“…( 016) It can therefore be assumed that there is some kind of an idea of acceptable worldviews in schools. Lipiäinen, Jantunen, and Kallioniemi (2020) identified similar results related to extremist views that were not considered acceptable at school.…”

Section: Teachers' Personal Worldview Approachmentioning

confidence: 62%

Finnish teachers’ approaches to personal worldview expressions: A question of professional autonomy and ethics

Lipiäinen

Poulter

2021

British Journal of Religious Education

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This research investigates Finnish teachers' personal worldviews, by focusing on understanding what kinds of approaches teachers use concerning the visibility of their personal worldviews in an educational context. This issue is discussed in the light of teachers' professional autonomy and ethics, since these are two fundamental dimensions of teacher professionalism that are discussed a lot. The research was conducted using a qualitative attitude approach, and included interviews (N = 20) from Finnish in-service basic education class teachers. The results show that teachers use three different approaches where their personal worldview and its visibility in their work are concerned. When reflecting on worldview questions, there was uncertainty about balancing between practicing teacher autonomy and following teachers' official responsibilities. Teachers' personal worldview expressions were limited to the institutional worldview, which means in practice adopting norms and language of the worldview majority, and professional ethics was highlighted even more than autonomy when reflecting on the visibility of worldviews.

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Section: Teachers' Personal Worldview Approachmentioning

confidence: 62%

Finnish teachers’ approaches to personal worldview expressions: A question of professional autonomy and ethics

Lipiäinen

Poulter

2021

British Journal of Religious Education

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“…Nenáboženské pojetí spirituality je u nás rozvíjeno zejména psychology (Křivohlavý, 2006;Říčan, 2007;Smékal, 2005) v dimenzi osobních prožitků vztahu k tomu, co nás přesahuje, a to bez vztahu k náboženským doktrínám.…”

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Spirituální gramotnost na prvním stupni základní školy

Jirásek,

Urbánková

2024

PedOr

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Studie vnáší do pedagogické rozpravy opomíjené téma kultivace spirituální dimenze lidství, a to již na prvním stupni základní školy. Teoretický rozvrh akceptuje odbornou literaturou zdůvodněné vymezení spirituální gramotnosti v dimenzích vztahu k sobě, k druhým, k přírodě a transcendenci. S ohledem na celostní rozvoj dětí a jejich budoucí seberealizaci se cílem příspěvku stává poukaz na způsoby, jimiž lze rozvíjet spirituální gramotnost v sekulárním prostředí veřejného školství. Na systematický přehled anglicky psaných textů vybraných dle zvolených kritérií z databází Web of Science a Scopus (n = 21) navazuje obsahová analýza specificky zaměřeného vzorku z nich (n = 6) metodou otevřeného kódování, a to s ohledem na techniky a pomůcky uplatňované při rozvoji nenáboženské spirituální gramotnosti u žáků na prvním stupni základních škol. Výsledky představují bohaté významové pole sedmi hlavních kategorií (čerpaných ze 103 kódů), a to zavedení do škol, svobodné prostředí, rituály, pomůcky, obléknout všímavost těla, žáci, plody spirituální gramotnosti. Dosud upozaděné téma by si zasloužilo širší odbornou diskusi, zda by koncept spirituální gramotnosti neměl být více reflektován a jeho obsah zařazován do edukativního působení českých škol.

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Conceptions of Diversity Among Finnish Principals

Jantunen,

Heikonen,

Ahtiainen

et al. 2023

Educational Governance Research

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Principals have a crucial role when leading the school community towards more responsive and equitable education. Changes in Finnish society have occurred rapidly, and there is a gap in Finnish research concerning diversity in education and leadership. Our aim with this study was to form an understanding of Finnish comprehensive school principals’ conceptions of diversity. Richard Milner’s (2010) outlining of the conceptual repertoires of diversity formed the basis for this examination. This study is a quantitative analysis of the responses of Finnish comprehensive school principals to a questionnaire. The results were obtained through two separate analyses: descriptive analysis about principals’ approaches to conceptions of diversity and cluster analysis to identify the profiles of principals based on their diversity conceptions. As a result, we described Finnish principals’ conceptions of diversity, as well as identifying five profiles: the Encouragers, the Understanders, the Delegators, the Adjusters and the Discreets.

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Leading school with diverse worldviews: Finnish principals’ perceptions

Cited by 8 publications

References 33 publications

Finnish teachers’ approaches to personal worldview expressions: A question of professional autonomy and ethics

Finnish teachers’ approaches to personal worldview expressions: A question of professional autonomy and ethics

Spirituální gramotnost na prvním stupni základní školy

Conceptions of Diversity Among Finnish Principals

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