The methodological contribution of this
research is based on a case study approach that includes methods of qualitative
analysis, critical induction, information reinterpretation, and
generalization. Neo-liberal management initiatives of the Danish
democratic state aimed at improving pedagogical education after postmodern
period are considered to be a part of the response to the ongoing need for
high-quality professional training of teachers based on a solid foundation of
autonomy and effective innovative practices.
Keywords: pedagogical education; Danish discourse; management principles;
centralization; decentralization; self-government
1.
INTRODUCTION
The age of postmodernity initiated profound
transformation in educational systems of the knowledge-based societies.
Postmodern education becomes more diverse, consumerist, fragmented,
domain-specific and media-saturated and allows individuals much more freedom of
choice. In these circumstances teachers are expected to be highly competent
professionals, able to decide multitask problems in pedagogical issues,
curriculum, leadership, etc. Such an exploration invokes new questions in turn
for pedagogic education itself and its compliance with today's social needs and labor market. That is why it is so important to
find out updated management approaches that will lead to improvement and
progress of teacher education system from the point of view of the global world,
European and national context.
Our comparative investigation shows that in European
countries, and particularly in Denmark contemporary management of teacher
education has been evolving as a system of administrative regulations based on
democratic and self-governing principles. The conceptual idea of our research
is based on the realization of the fact that in Danish teacher professional
training the existing organization of educational management is an important
branch of the national regulatory system. It is a social and economic
phenomenon considered to be the dynamic and flexible integrity, based on
neo-liberal, democratic principles and concepts of institutional autonomy,
equality, community participation, and support of collegiality and collaboration
in decision-making. Effective management inevitably combines both specific
internal national traditions of a separate country and also different external
tendencies such as globalization, internationalization, creation of a European
and world educational environment, etc.
That is why, for the most detailed understanding of the
democratic principles in the management system of teacher education, and
formation of the efficient educational management model, it is necessary to
analyze the interdependence in global and national similar features and to
classify them into one general scheme, acceptable in the Ukrainian state.
1.1.
Research aims and tasks
The subject matter of our study is
the organization of general management and administration of tertiary teacher
education in postmodern Danish environment. The following goals will be
considered more distinctively: 1) to conceptualize theoretical background of
educational management; 2) to examine the structural peculiarities of teacher
education in Denmark; 3) to define and characterize the basic management
principles of teacher education through postmodern democratic process, and; 4)
to analyze new management initiatives aimed at improving pedagogic tertiary
education in Danish environment.
2.
LITERATURE REVIEW
To clarify the pathways of pedagogic
education management from different perspectives we start our study with a
review of the European and Ukrainian scholars’ research literature. Definitions
of strategic management directed on the development and modernization of the
teacher education systems are of concern to the entire world community today.
Recently there were appeared new
studies of Ukrainian scientists, connected with modern changes in the quality
of education as a whole and the analysis of foreign experience in teacher
professional training administration and control. The general trends in the
development of humanistic pedagogic education in democratic states were
highlighted by such Ukrainian comparativists as Mukan and Kravets (2016),
Lytovchenko, and Ogienko (2010). The management principles of the organization
of teacher training in higher education institutions of European countries were
revealed by Pukhovska, Tezikova, Bazeliuk and Muzichenko (2010), Leshchenko,
and others (2014).
Our comparative study of the modern
European environment confirms that the number of studies on the subject of
effective democratic educational management has increased significantly. The
research demonstrates that Bush (2011), Engeström, and Sannino, (2011)
investigate educational management as an applied field of public administration
and reveal its contradictions with the postmodern organizational transformation
of teacher education. Swedish scientist Lundahl (2016) depicts management of
the Nordic model of teacher education on behalf of equality, inclusion, and
marketization. European experts Nusche, Radinger, Falch, and Shawn (2016)
analyze the necessity of changes in educational management principles with the
postmodern reforms in neoliberal Danish environment.
Although comparative research in
educational management is growing, investigations into the subject of
proportional analysis with an emphasis on the pedagogical education dimension
are infrequent, except a few examples (Roliak, 2020). Nevertheless, the content
analysis of the received data from pedagogical literature and dissertations has
demonstrated that the problem of effective administration and governing of
tertiary institutions in the teacher training systems in Danish and Ukrainian
environments, was not the issue of a systematic study. So that is why we think
this aspect requires a special inquiry.
3.
DATA AND METHODOLOGY
3.1.
Methodology of Qualitative Analysis
The methodological contribution of
this research is based on a case study approach that includes methods of
qualitative analysis, critical induction, information reinterpretation and
generalization (Hodge & Sharp 2016).
Critical collaborative investigation
along with contextualized comparison have been carried out to identify
structural characteristics and management peculiarities of teacher tertiary
education in Denmark of postmodern area (Stake, 2005).
A key point in this collaborative investigation
is the method of arranging the meaning, when participants can understand,
examine and transform the research results. In this perspective, joint teamwork
of researchers and participants develop the process of authentic expertise
(Engeström, Miettinen & Pünamäki, 2003).
3.2.
Research Design and Participants
Multiple sources of Ukrainian,
European, and Danish educational environments at various time points from 1997
to 2021 were used as the basic information for this study. Three social and
cultural generations of scientific projects that researched the topic were
systematized: materials and theses of scientific conferences conducted by
national and international scientific organizations discussing the problems of
teacher education management, Eurydice
reports on lifelong education in Europe; documents of European Association for
Teacher Education (EATA); European pedagogical periodicals, in particular:
Special Issue in European Journal of Education, European Educational Research
Journal, Scandinavian Journal of Educational Research, Pædagogik, Danish
Statistical Yearbook.
Three systematic essential steps
were conducted in searching and transforming the received information. The
first introductory stage included compellation of existing research data (in
the Internet base) according to the object of the study. On the second
selective stage the data were chosen for its inclusion into the current study
within the publication context, time limits, languages (English, Ukrainian and
Danish). The third stage of synthesis was arranged through both distance and
live-discussions of the research results and critical feedback from Danish and
Ukrainian scholars.
To bring separate isolated data into
interconnection with each other and to build simple relations between teacher
education and management into a complex system, we apply a broad scheme of
scientific debates with the Danish scholars through Internet resources
distantly, in a short-term research project within the funds of the Royal
Library of Denmark in Copenhagen, and during the authors’ personal
participation in European ECER Conferences, seminars and round tables, arranged
in Denmark and Nordic countries. Thus this article could be seen as a summative
work of different comparative research projects focusing on the questions of
management and administration in Danish teacher education system.
4.
RESULTS
4.1.
Educational management definitions
Focusing on the analysis of the
accepted definitions of the term “educational management” we cannot but mention
that historically its theoretical principles were derived from the classical
organization theories of Fayol (1949), Weber (1947), and Taylor (1947),
founders of industrial, democratic and scientific management. These scholars
contributed significantly to the development of classical educational
management theory.
Compiling Taylor’s scientific
management concepts, with Weber’s democratic approach, and Fayol’s
administrative theory of the organization, Heck and Hallinger (2005) connect
the term educational management with modern changes in school education and
leadership.
Whereas Bush (2011), applies the
term to the whole system of education. He states, that educational management
is concerned with the functioning and organization of institutions that provide
teaching and learning at all levels.
Although differences of opinions
among scholars still exist, there appears to be some agreement that educational
management has three-dimensional subspaces that refer to the following:
a) techniques to organize school work
(often called as school leadership),
b) tools of any educational institution
control;
c) general provision of administration
and supremacy in the country’s education system (Roliak et al., 2020).
We must stress that the first two
dimensions are not included as the subject of our research.
Taking into account the third
dimension of wide-ranging governance of the educational system as a whole, we
assume that, due to its origin, educational management is used to fulfill the
following functions: planning, organization, directing, coordination, and
evaluation the progress in the system’s components (Bush, 2011).
For a detailed study of the
pedagogic education management model in Denmark, let us dwell on general
structural peculiarities characteristics of this country’s teachers' training
system. Bearing in mind Bush (2011) management models, the Danish teacher
training system should be described as a flexible one with the effective
combination of centralization and decentralization processes as well as
autonomy and individual control in different spheres of pedagogic education.
4.2.
Structural features of teacher education in
Denmark
Our
research reveals that in the field of teacher professional training, Denmark
goes its own way and has its own management strategies. In the new millennium
we distinguish two peculiar features of Danish teacher education: 1) Denmark is
the only Nordic country that has a dual system of tertiary pedagogic education;
2) this country has well-built coordination of a broad non-formal component
with formal constituents (Roliak, 2020).
To
better understand the mechanisms of educational management in the Danish
pedagogic environment we should explain exactly the notion of “duality”, which
has extensive historical roots. Numerous studies have observed that tertiary
education of teachers for Danish schools has two dimensions (Table 1): 1)
college-based (or as they call it in Nordic countries seminarium-based), and 2)
university-based. Despite the fact, that seminarium education, being for more
than two hundred years the foundation for teacher training in the Nordic
countries, seems no longer be an adequate basis in the postmodern knowledge
societies, most European countries moved exclusively to the academic model in
training of school teachers. Denmark has withstood pressure from all the Nordic
countries and most of the European Union and retain two types of tertiary
educational institutions (Rasmussen, 2008).
Table 1: Duality of Teacher Tertiary
Education in Denmark
|
Formal
teacher education
|
Non-formal
component
|
|
University
Colleges
|
Universities
|
Universities+Colleges+Unions
|
|
Professional Bachelor (KVU) - 1,5 – 2 years
|
Bachelor of Education (MVU)
4 years
|
Higher Preparatory Exam (HF)
|
|
Bachelor (MVU) –
4 years
|
Pedagogic practial training
|
|
Master of Education (LVU)
4+1/1,5 years
|
Extension Service
|
Source: compiled
by the authors, based on (Roliak, Matiienko, Koliadych, Yatsyshin, & Dakaliuk, 2020.
So consequently, as it is demonstrated on the Table 1, the duality of
teacher training system in Denmark of postmodern period can be described as the
following.
On one hand, Danish university
colleges (former seminariums) provide medium-term (MVU – mellemfristet
videregående uddannelse) Bachelor of Education programs. University colleges
(University College of South Denmark, University College Absalon, University
College Copenhagen) are unique Danish non-profit institutions under public
administration. They offer four years of specialized pedagogical training for
future teachers of folk schools. On the other hand, Danish universities
(University of Copenhagen, Aalborg University, Odense University, etc) propose
long-term (LVU – langsigtet videregående uddannelse) Master of Education
programs for teachers of upper secondary schools (Roliak, 2020).
Our study indicates that as the
result of current structural transformations, short-term (kortvarig
videregående uddannelse – KVU) programs recently became available in Danish
teacher education (Eurydice, 2019).
European data demonstrate that postmodern Denmark suffers from an
insufficient number of teaching staff for secondary schools. Thus in 2015, the
number of admissions to Danish pedagogical higher education institutions was
2,943 students, compared with 3,710 applicants in 2011 (Kof, 2017).
So the Danish Ministry of Education
submitted a flexible innovative management program for mobile training of
teachers, starting the experiment between the University College of Northern
Denmark and the University of Aalborg, including the non-formal branch of
Higher Preparatory Exams (HF), offered at adult education centres (VUC
Centres). Subsequently, an alternative pathway to obtaining teacher
qualification makes it possible for students to begin a study program without
having to decide whether to become a teacher in primary, lower, or upper
secondary school.
Moreover, this integrated program
allows students with prior vocational work experience or a higher education
degree to transfer credits from relevant (vocational) practice to teacher
education. Hence, the program is comparatively short and lasts only for two and
a half years, comprising 150 ECTS. Therefore more teachers in a shorter period
may join pedagogic teams satisfying labor market needs as well as the interests
of every particular Danish school (Roliak, 2020).
The abovementioned facts raise the
possibility of emphasizing that in the period of postmodern reforms, Denmark
continues to build its teacher education as a comprehensive, consistent and
progressive system. It is mainly based on guiding principles: democracy,
flexibility, accessibility, and strong connection with the needs of the Danish
society. This information shows a need for a unique management system, which we
examine further in our study.
4.3.
Management of teacher education: Danish
democratic environment
In this section, the current
situation in the management of tertiary teacher education in Danish discourse
is considered broadly in relation to the duality in structure and democracy in
national policy. We have investigated, that Denmark is a country, that has
created a democratic and efficient teacher education system in Europe, due to
the successful combination of centralization and decentralization management
principles, with the objective to achieve mission and vision of national
education strategy, taking into account public opinion on the improvement of
this branch of the education system (Act).
Relying on the Danish experience, the
centralized management of the pedagogical education provides an implementation
of the general regulation and creation of conditions for strategic objectives
realization through two branches: the Ministry of Higher Education and Science,
and to a lesser extent, the Ministry of Education.
Thus, these two Ministries define
only the main guidelines of both tertiary teacher education as well as
pedagogical in-service training and provide overall recommendations regarding
the admission of students, the structure of studies, awarding of degrees and
appointment of teachers and academic staff, priority in educational goals of
all offered programs.
Decentralized management of the
Danish pedagogical tertiary education is highlighted in the "University
Act", and "Consolidation Act on University Colleges for Higher
Education", stating that control over the educational activity is related
to the functions of local authorities. Therefore, the municipal authorities
through the self-governing Councils of higher educational institutions with
several representatives of regional administrative structures, ensure
coordination of teacher education at the regional level (LBK nr 261 af
18/03/2015; LBK nr 779 af 08/08/2019).
According to the abovementioned
Acts, Danish teacher training colleges and universities are government-funded
independent institutions within the public administration. The organization of
both universities and colleges is based on a vertical management structure with
a board as the supreme authority of both types of institutions. Universities’
and colleges’ boards have the general and strategic responsibility for the
quality and development of education at the institutions.
The management of the institution
also includes the responsibility for educational activities, efficiency and
economy. Though, if we speak about educational activities, we must bring into
focus the differences of the long-term educational aims of colleges on one
hand, and universities on the other. The universities’ pedagogic education is
research-based, while colleges’ teacher training is practice-oriented.
Proceeding from these facts we assume, that there must be some distinctions in
the educational approaches, technologies, program context, etc.
So, identifying features of decentralized
management, both types of institutions of tertiary pedagogic education in
Denmark continue to provide a long tradition of academic freedom, autonomy, and
self-governance. The teacher training institutions have the sovereign
responsibility for drawing up and updating their study programs, indicating the
aims, scope, and duration, form, and contents of the courses as well as a
description of the syllabus.
In such a way, ensuring educational
opportunities for all to acquire high-quality pedagogic education and
development (Blossing & Moos, 2014). From a democratic perspective,
according to Danish law, the task of educational institutions is not only to
ensure the guarantees of every citizen for education but also to create
conditions for self-determination and self-realization of an individual (LBK nr
779).
5.
DISCUSSION
5.1.
New management initiatives: postmodern era
The recent comparative study of
teacher education in Nordic countries indicates that young people in Denmark
perceive teacher education as having a low level of prestige (OECD, 2020). The
evidence-based reports of Danish educational reforms, explored central
problems, such as the low prestige of the teaching profession, declining
student numbers, and a high dropout rate of students entering initial teachers
training programs (as much as 41% according to the data from statistics of
Denmark) (European Comission, 2013; OECD, 2016).
Neo-liberal management initiatives
to improve pedagogical education in postmodern Denmark are considered to be the
part of the response to this ongoing need for high-quality initial and
continuing professional development of teachers. As teacher education hinges on
three stages: during initial teacher education (ITE), at the induction stage
(for early-career teachers), and throughout the teaching career (CPD), it is
important to focus on management measures according to each of the stage.
· Management measures to improve
initial teacher education. In 2018, the Danish Parliament passed an act on a
new National Institution for guidance on higher education and careers
(Studievalg Danmark). This institution aims to assist young people in upper
secondary schools in their choice toward a higher education program (including
pedagogical one). So today seven regional guidance centers in Denmark are
responsible for academic guidance in each of their respective regions (OECD,
2016).
· Regionalization of tertiary
pedagogic education. Nowadays, the Danish government wants to build a more
balanced educational management by establishing the so-called “educational
stations” as higher education local units. The idea is that all educational
stations are located in areas with high labor demand for teachers but limited
or even non-existent tertiary education programs. Monitoring this situation, a station
offers and promotes a higher education program of the nearest college or
university. In total, the government has allocated 160 million DKK for these
stations’ establishment. It is estimated that by 2021 the ten new stations will
host 500-1000 students, including future teachers, for Danish tertiary
education (EURYDICE, 2019).
· Regulation changes for admission to
higher pedagogical education. Due to the COVID-19 situation, the number of
applicants to teacher education institutions in Denmark was expected to rise
significantly to 500 extra students. The management initiative of the Danish government
and all parties in the parliament is to allocate funds allowing pedagogical
education institutions to create extra student places in 2020 and 2021. The
other significant regulation change in the teacher training program is that the
required grade point average for admission has decreased, resulting in a record
number of student teachers who were offered a place in tertiary pedagogic
education in July 2020 (EURYDICE, 2020).
· Measures to improve early career
support. The analysis of available information and data shows that in 2012 the
Eurydice report differentiated the induction period of a teacher as the
starting point in a professional qualification of a pedagogue. As the result of
the initiative of Danish local councils, the programs “for developing coherent
and system-wide induction for beginning teachers” were launched among the
country’s Folk schools. According to this program, every first-year teacher enters
the career with a mentor who provides early career support, helping the
beginning teachers in the decision-making processes.
Such initiatives meet the
expectations of the Danish top educational administration to increase the
number of high-quality teachers and to implement a coherent and sustainable
(internal and external) management strategy for improving the image and the
prestige of the teaching profession.
6.
CONCLUSIONS AND RECOMMENDATIONS
The current study found that though
terms “educational management” and “management of education” have similar
translation in different languages (German, French, Ukrainian, Russian,
Spanish, etc), their content is not always the same.
The most interesting finding is that
the term “educational management” is used in much wider meaning than
“management of education”. Bearing this in mind our research reveals management
in the field of Danish teacher professional training as regulatory instrument
of administrative initiatives. In return we conclude that Denmark goes its
peculiar way and has its own neo democratic management strategies supporting
the idea of construction of the safe and attractive education environment based
on mutual respect, cooperation and freedom of choice.
The conducted comparative analysis
of the structural model, administrative principles, and new management
initiatives in teacher professional training within the tertiary education
system of neo-liberal Denmark showed that this country managed to keep the dual
system of teachers training, i.e. the coexistence of two types of higher
education institutions offering teacher training programs - university colleges
of education and universities.
Moreover, this duality in structure
emerged as a reliable predictor of the duality
in management which is manifested at the level of the municipal Councils, with
separate administrative departments for colleges and universities exactly. Whereas flexible and innovative management, built on centralized
and decentralized principles have become an integral part of the teacher
education system in postmodern knowledge-based Denmark.
Returning to the question of new management initiatives posed at the
beginning of this study, it is now possible to state, that they include the
following regulatory measures aimed at:
a) improving initial teacher education;
b) regionalization of tertiary
pedagogic education;
c) regulating admission to higher
pedagogical education;
d)
providing
early career support.
Our investigation proves that
postmodern Denmark is constructing a highly efficient management of teacher
education system where its structure, and democratic principles correspond to
the major goals – to fulfill the society’s demands to educate high-quality pedagogic
specialists, and to give the right for everybody in the knowledge-based society
to acquire competences to meet the needs of the contemporary labor market.
We consider that this research
subject is far-reaching. The necessity of continuous study is determined by the
importance of the discussed problems.
We see the prospects for further
comparative investigation in the following:
a) techniques to organize pedagogical
work (often called as leadership),
b) tools of any educational institution
self-government and control;
c) management principles of dual career
development environment;
d) general provision of colleges and
universities administration both in Nordic and Ukrainian dimensions.
7.
CONFLICT OF INTERESTS
The author states that there is no
conflict of interest.
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MANAGEMENT OF TEACHER EDUCATION: DANISH DEMOCRATIC
DISCOURSE IN POSTMODERN ERA