Management of teacher education: danish democratic discourse in postmodern era
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صندلی اداریAbstract
In postmodern area, flexible and innovative management should become an integral part of the European education system as every knowledge-based society demands to educate high-quality specialists. The present research combines two dimensions: structural and administrative, including a dual fringe of both management and teacher education environments in the Nordic democratic space. The article offers a 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. The Danish context is the most essential because this country has gained a unique experience in creating an effective system of self-governing teacher education institutions existing on a relevant background of centralized and decentralized management principles. 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.
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References
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Blossing, U., Imsen, G., & Moos, L. (Eds.). (2014). The Nordic Education Model. ‘A School for All’ Encounters Neo-Liberal Policy. Dordrecht: Springer.
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Dewey, J. [1916] (1995). Democracy and Education: An Introduction to the Philosophy of Education. New York: Macmillan.
Engeström, Y., & Sannino, A. (2011). Discursive manifestations of contradictions in organizational change efforts. A methodological framework. Journal of Organizational Change Management, 24(3), 368-387.
Engeström, Y., Miettinen, R., & Pünamäki, R-L. (Eds.). (2003). Perspectives on Activity Theory. Cambridge: Cambridge Universitary Press.
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Fayol, H. (1949). General and industrial management. London: Pitman.
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OECD (2020). TALIS 2018 Results: Teachers and School Leaders as Valued Professionals. Volume II. Paris: TALIS, OECD Publishing.
Ogienko, O., & Lytovchenko, I. (2010). Tendencies of higher professional education development in the information society: Ukrainian context. Edukacja –Technika –Informatyka, 1(2), 97-102.
Ogienko, O., & Rolyak, A. (2009). Competent Approach in Teachers Professional Training in Context of Integration to the European Educational Environment. Paper presented at International European Conference on Educational Research (ECER): Theory and Evidence in European Educational Research, September 25-27, Vienna, Austria.
Parasii-Verhunenko, I., Kuznetsova, I., Misko, H., Biriuk, O. & Zharikova, O. (2020). Strategic Analysis of the Competitiveness of Educational Products in the Management of Higher Education Institutions. Independent Journal of Management & Production, 11(9), 2496-2515. DOI: http://dx.doi.org/10.14807/ijmp.v11i9.1421.
Pukhovska, L., Tezikova, S., Bazeliuk, N., & Muzichenko, Yu. (2010). Constructing the training process model for the European dimension implementation into the in-service teacher training in Ukraine. Paper presented at the European Conference on Educational Research (ECER): Education and Cultural Change, August 23-27. Helsinki, Finland.
Rasmussen, J. (2008). Nordic Teacher Education Programmes in a Period of Transition: The End of the Well-established and Long Tradition of ‘Seminarium‘-based Education? In: Brian Hudson and Pavel Zgaga (eds.).Teacher education Policy in Europe: a Voice of Higher Education Institutions. Umea: University of Umea, 325–345.
Roliak, A. (2020). Professional education of teachers in physical training and health: the experience of Denmark. Pedagogy of Physical Culture and Sports, 24(3), 143-150. DOI: https://doi.org/10.15561/26649837.2020.0307.
Roliak, A., Dutka, H., Mylytsya, K., Matiienko, O., & Oliinyk, N. (2021). Problem-based Learning in Pedagogic Tertiary Education: European Context Through Denmark Environment. Independent Journal of Management & Production, 2(3), s071-s084. DOI: https://doi.org/10.14807/ijmp.v12i3.1521.
Roliak, A., Matiienko, O., Koliadych, Yu., Yatsyshin, O., & Dakaliuk, O. (2020). Adults as Non-traditional Students in the Tertiary Education of Denmark and Ukraine: Comparative Discourse of Structural, Psychologic and Pedagogic Peculiarities. Independent Journal of Management & Production, 11(9), 2215-2234. DOI: http://dx.doi.org/10.14807/ijmp.v11i9.1411.
Stake, R. (2005). Qualitative case studies. In N. K. Denzin, Y. S. Lincoln. The SAGE handbook of qualitative research, Sage: Thousand Oaks, CA. 443–466.
Staugaard, H. J., & Rasmussen, P. (2010). Current challenges to teacher education in Denmark. Paper presented at the 11th Nordic Conference on Teacher Education, May 7-8. Hjørring, Denmark.
Taylor, F. W., & Person, H. S. (1947). Scientific management. New York: Harper.
UNDERVISNINGSMINISTERIET (2008). Bekendtgørelse om ændring af bekendtgørelse om uddannelsen til professionsbachelor som lærer i folkeskolen № 441, 02-06-2008. Retrieved from https: //www.retsinformation.dk/Forms/R0710.aspx?id=117184. Access: 10 June 2021.
Weber, M., Henderson, A. M., & Parsons, T. (1947). The theory of social and economic organization. Mansfield Centre, CT: Martino Publishing.
Agerskov, U. (Ed.). (2012). Statistical Yearbook 2012. Copenhagen: Statistics Denmark.
Blossing, U., Imsen, G., & Moos, L. (Eds.). (2014). The Nordic Education Model. ‘A School for All’ Encounters Neo-Liberal Policy. Dordrecht: Springer.
Bush, T. (2011). Theories of Educational Leadership & Management. 4th edition. SAGE Publications LTD.
Dewey, J. [1916] (1995). Democracy and Education: An Introduction to the Philosophy of Education. New York: Macmillan.
Engeström, Y., & Sannino, A. (2011). Discursive manifestations of contradictions in organizational change efforts. A methodological framework. Journal of Organizational Change Management, 24(3), 368-387.
Engeström, Y., Miettinen, R., & Pünamäki, R-L. (Eds.). (2003). Perspectives on Activity Theory. Cambridge: Cambridge Universitary Press.
EUROPEAN COMISSION (2013). Study on Policy Measures to improve the Attractiveness of the Teaching Profession in Europe: Final report. Volume 1. Luxembourg: Publications Office of the European Union.
EURYDICE (2019) Structural Indicators for Monitoring Education and Training Systems in Europe – 2019: Overview of major reforms since 2015. Eurydice Report. Luxembourg: Publications Office of the European Union.
EURYDICE (2020). Denmark. National Reforms in Higher Education. Retrieved from https://eacea.ec.europa.eu/national-policies/eurydice/content/national-reforms-higher-education-18_en. Access: 5 June 2021.
Fayol, H. (1949). General and industrial management. London: Pitman.
Heck, R., H., & Hallinger, P. (2005). The Study of Educational Leadership and Management. Where Does the Field Stand Today? Educational Management Administration Leadership, 33(2), 229-244.
Humeniuk, I., Kuntso, O., Popel, N., & Voloshchuk, Y. (2021). Mastering listening comprehension at ESP classes using TED TALKS. Advanced Education, 17(8), 27–34. DOI: https://doi.org/10.20535/2410-8286.226733.
KOF (2017). The KOF Education System Factbook: Denmark. 1st ed. Zurich: KOF Swiss Economic Institute.
LBK nr 261 af 18/03/2015. Bekendtgørelse af lov om universiteter (universitetsloven) [The University Act]. Retrieved from https://www.retsinformation.dk/eli/lta/2015/261. Access: 19 June 2021.
LBK nr 779 af 08/08/2019. Bekendtgørelse af lov om professionshøjskoler for videregående uddannelser [Consolidation act on University Colleges for Higher Education]. Retrieved from https://www.retsinformation.dk/eli/lta/2019/779.
Leshchenko, M., & Yatsishin, A. (2014). Category of “Open Education” in the Work of Native and Foreign Scientists. Information Technologies and Learning Tools, 1(39), 1-16.
Mukan, N., Myskiv, I., & Kravets, S. (2016). The Characteristics of the Systems of Continuing Pedagogical Education in Great Britain, Canada and the USA. Comparative Professional Pedagogy, 2(6), 20-25.
Nusche, D. et al. (2016). OECD Reviews of School Resources: Denmark 2016, OECD Reviews of School Resources. Paris: OECD Publishing. DOI: http://dx.doi.org/10.1787/9789264262430-en.
OECD (2016). OECD Reviews of School Resources: Denmark 2016. Paris: OECD Publishing.
OECD (2020). TALIS 2018 Results: Teachers and School Leaders as Valued Professionals. Volume II. Paris: TALIS, OECD Publishing.
Ogienko, O., & Lytovchenko, I. (2010). Tendencies of higher professional education development in the information society: Ukrainian context. Edukacja –Technika –Informatyka, 1(2), 97-102.
Ogienko, O., & Rolyak, A. (2009). Competent Approach in Teachers Professional Training in Context of Integration to the European Educational Environment. Paper presented at International European Conference on Educational Research (ECER): Theory and Evidence in European Educational Research, September 25-27, Vienna, Austria.
Parasii-Verhunenko, I., Kuznetsova, I., Misko, H., Biriuk, O. & Zharikova, O. (2020). Strategic Analysis of the Competitiveness of Educational Products in the Management of Higher Education Institutions. Independent Journal of Management & Production, 11(9), 2496-2515. DOI: http://dx.doi.org/10.14807/ijmp.v11i9.1421.
Pukhovska, L., Tezikova, S., Bazeliuk, N., & Muzichenko, Yu. (2010). Constructing the training process model for the European dimension implementation into the in-service teacher training in Ukraine. Paper presented at the European Conference on Educational Research (ECER): Education and Cultural Change, August 23-27. Helsinki, Finland.
Rasmussen, J. (2008). Nordic Teacher Education Programmes in a Period of Transition: The End of the Well-established and Long Tradition of ‘Seminarium‘-based Education? In: Brian Hudson and Pavel Zgaga (eds.).Teacher education Policy in Europe: a Voice of Higher Education Institutions. Umea: University of Umea, 325–345.
Roliak, A. (2020). Professional education of teachers in physical training and health: the experience of Denmark. Pedagogy of Physical Culture and Sports, 24(3), 143-150. DOI: https://doi.org/10.15561/26649837.2020.0307.
Roliak, A., Dutka, H., Mylytsya, K., Matiienko, O., & Oliinyk, N. (2021). Problem-based Learning in Pedagogic Tertiary Education: European Context Through Denmark Environment. Independent Journal of Management & Production, 2(3), s071-s084. DOI: https://doi.org/10.14807/ijmp.v12i3.1521.
Roliak, A., Matiienko, O., Koliadych, Yu., Yatsyshin, O., & Dakaliuk, O. (2020). Adults as Non-traditional Students in the Tertiary Education of Denmark and Ukraine: Comparative Discourse of Structural, Psychologic and Pedagogic Peculiarities. Independent Journal of Management & Production, 11(9), 2215-2234. DOI: http://dx.doi.org/10.14807/ijmp.v11i9.1411.
Stake, R. (2005). Qualitative case studies. In N. K. Denzin, Y. S. Lincoln. The SAGE handbook of qualitative research, Sage: Thousand Oaks, CA. 443–466.
Staugaard, H. J., & Rasmussen, P. (2010). Current challenges to teacher education in Denmark. Paper presented at the 11th Nordic Conference on Teacher Education, May 7-8. Hjørring, Denmark.
Taylor, F. W., & Person, H. S. (1947). Scientific management. New York: Harper.
UNDERVISNINGSMINISTERIET (2008). Bekendtgørelse om ændring af bekendtgørelse om uddannelsen til professionsbachelor som lærer i folkeskolen № 441, 02-06-2008. Retrieved from https: //www.retsinformation.dk/Forms/R0710.aspx?id=117184. Access: 10 June 2021.
Weber, M., Henderson, A. M., & Parsons, T. (1947). The theory of social and economic organization. Mansfield Centre, CT: Martino Publishing.