The Meaning of Mission Statements to School Practice and Professional Development: An Interpretative Phenomenological Analysis

Bradley Ransom; Dimitrios Vlachopoulos

doi:10.5565/rev/educar.1126

El significado de las declaraciones de misión para la práctica escolar y el desarrollo profesional: un análisis fenomenológico interpretativo

Autores/as

Bradley Ransom University of Roehampton (London) Online
Dimitrios Vlachopoulos Amsterdam University of Applied Sciences http://orcid.org/0000-0002-2033-7343

PDF (EN)

Resumen

Si bien las declaraciones de misión (DM) se incluyen en las escuelas a menudo debido a la política de gobierno, la investigación actual subraya que los líderes siguen subutilizándolas. El presente estudio fenomenológico explora la medida en que las DM y el desarrollo profesional influyen en la práctica diaria de las escuelas tanto para los líderes escolares como para el profesorado. El presente estudio fenomenológico interpretativo se basa en entrevistas a seis personas que dirigen o enseñan en dos escuelas internacionales diferentes. Los resultados proporcionan información valiosa sobre cómo los líderes y el profesorado experimentan las DM. El artículo concluye con una discusión sobre las posibles implicaciones para los responsables de las políticas educativas que desean protagonizar la cultura escolar y el desarrollo profesional.

Palabras clave

liderazgo escolar, declaraciones de misión, desarrollo profesional continuo y aprendizaje, cultura escolar

Citas

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Biografía del autor/a

Dimitrios Vlachopoulos, Amsterdam University of Applied Sciences

Dimitrios Vlachopoulos, PhD is Senior Researcher at Amsterdam University of Applied Sciences and Senior Fellow of the Higher Education Academy.