教育进展  >> Vol. 6 No. 3 (May 2016)

香港培训科组主任领导力的经验
Experience on Cultivating the Leadership of Subject-Heads in Hong Kong Schools

DOI: 10.12677/AE.2016.63021, PDF, HTML, XML, 下载: 1,803  浏览: 4,269 

作者: 胡少伟*:香港教育学院国际教育与终身学习学系,香港

关键词: 科组主任的领导力中层人员的培训香港教师在职发展Leadership of Subject-Heads Professional Training of Middle-Managers In-Service Development of Teaches in Hong Kong

摘要: 作为学校中层的科组主任,是一个多角色的混合体,既要教学,又要管理和领导科组,但却得不到相关的职前培训,故有些香港学科组主任在管理和领导上会感到力不从心。加上,很多学校每年都有新晋升的科组主任,提供有效培训以支持中层人员的管理和领导力成长,已成为香港教育界持续关注的内容。香港初等教育研究学会于2012至2013年获优质教育基金拨款推行“提升小学科组主任的领导力”计划,目的是向科组主任提供系统培训、校本诊断、校本教师培训、友校参观和行动学习等专业活动,以提升他们领导科组的能力,从而优化其科组管理和促进校务发展。这篇文章的主旨是回顾上述香港专业发展计划的经验,并从剖析计划历程中显示参与科组主任在专业社群学习的成长。
Abstract: As a middle manager of school, subject-head is a mixture of more than one role, and not only has teaching tasks, but also needs to manage and lead the team, but they lack of related pre-service training so that many subject-heads feel powerless in the management and leadership. In addition, there are many newly subject-heads of schools every year, so providing effective training to support the management and leadership for the growth of middle managers has got sustained attention from Hong Kong’s education sector. “Enhancing the Leadership of Subject-Heads in Primary Schools” Program, which was funded by the Quality Education Fund in 2012-2013, has been implemented by Hong Kong Primary Education Research Association, which aims to provide professional development to subject-heads through systematic training, school-based diagnosis, school-based teacher training, schools visits and the action learning, to enhance their ability to lead team and manage the development of the subject. This article reflects the learning process of the participative subject-heads within this program and shares the experience of professional development in Hong Kong schools.

文章引用: 胡少伟. 香港培训科组主任领导力的经验[J]. 教育进展, 2016, 6(3): 135-141. http://dx.doi.org/10.12677/AE.2016.63021

参考文献

[1] Fullan, M. 师范教育——社会错过的机会[M]//Fullan, M. 变革的力量——透视教育改革. 北京: 教育科学出版社, 2000: 152.
[2] 余煊. 香港小学中层管理人员在领导方面所面对的困难[J]. 教育曙光, 2004(49): 78-83.
[3] Lieberman, A. (2008) Teacher Learning: The Key to Education reform. American Association of Colleges for Teacher Education, 59, 226-234. http://dx.doi.org/10.1177/0022487108317020
[4] National College: The Middle Leadership Development Programme (MLDP). http://www.nationalcollege.org.uk/index/professional-development/middle-leadership-development-programme.htm
[5] 朱旭东, 周钧. 教师专业发展研究述评[J]. 中国教育学刊, 2007(1): 68-73.
[6] 余煊. 中层人员的角色与职责[M]//胡少伟,余煊. 小学中层人员学习指引. 香港: 香港初等教育研究学会, 2010: 9.
[7] 师训与师资咨询委员会. 学习的专业、专业的学习[M]. 香港: 师训与师资咨询委员会, 2006.
[8] 郑一群. 怎样当好基层管理者[M]. 北京: 中国社会出版社, 2012.
[9] 教师工作委员会. 教师工作委员会总结报告[R]. 香港: 教师工作委员会, 2006.
[10] Law, W., Galton, M. and Wan S. (2010) Distributed Curriculum Leadership in Action: A Hong Kong Case Study. Journal of Educational Management Administration & Leadership, 38, 286-303. http://dx.doi.org/10.1177/1741143209359714
[11] Schleicher, A., 主编, 郭婧, 高光, 译. 为21世纪培育教师和学校领导者: 来自世界的经验. 北京: 北京大学出版社, 2013.
[12] Kirkham, G. (2004) The Role of the Subject Leader. London: Optimus.
[13] 陈义明. 学校经营管理与领导[M]. 台北: 心理出版社股份有限公司, 2005.
[14] 胡少伟, 余煊, 陈湛明. 培训中层人员领导的一个经验.优质学校教育学报, 2010(6): 31-39.
[15] 新资本编辑部。行动学习法: 从提出好问题开始——国际行动学习协会CEO H. Skipton Leonard, Ph.D.访谈. 新资本, 2010(3): 32-36.
[16] 辛列有. 反思《优化中层管理》计划的成效[M]//余煊. 学校的领导与变革: 中层人员的挑战. 香港: 中华基督教会香港区会, 2008: 114-130.
[17] 王洁, 顾泠沅. 行动教育: 教师在职学习的范式革新[M]. 上海: 华东师范大学出版社, 2007: 15-16.
[18] 李子建. 课程领导与教师专业发展: 知识管理的观点[J]. 香港教师中心学报, 2004(3): 15-27.
[19] 刘翀. 中层正能量: 优秀经理人正向管理法则. 北京: 中国电力出版社, 2014.
[20] 彼得•杜拉克率世界知名领导者合著. 领导人世纪对话[M]. 台北: 宝鼎出版社有限公司, 2005.
[21] Owens, R.G. and Valesky, T.C. (2011) Organizational Behavior in Education: Leadership and School Reform. 10th Edition, Pearson, Boston.
[22] 赵明仁, 黄显华. 建构主义视野中教师学习解析. 教育研究, 2011(2): 83-86,109.
[23] Naylor, P., Gkolia, C. and Brundrett, M. (2006) “Leading from the Middle”: An Initial Study of Impact. Journal of MiE, 20, 11-16. http://dx.doi.org/10.1177/08920206060200010301