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Leda digitaliseringen i skolan : Om att navigera i en föränderlig världOlsson, Gunillahelen January 2021 (has links)
The school leader task is complex and has since 2017 been expanded with the task of leadingthe digitization in school. The purpose of this study is to make visible and problematize thechallenges school leaders face in their mission to lead digitization in schools. Through focusgroup interviews where school leaders at upper secondary school level talked about the workat their own school and their own role in the work of leading the digitization, challenges havebeen identified. These are set in relation to theory of how successful (distributed) managementof digitization ought to take place and in relation to the National Agency for Education'sexpectations of school leaders in the task of leading the digitization.The results show that an already complex assignment has become even more challenging. Thedigitization assignment affects almost all areas of the school's activities and, as a result, theschool leaders express difficulties in formulating clear goals with the digitization. They alsodescribe limitations in the conditions, both in terms of teachers' time but also personnelresources in the form of IT educators or development leaders and support. Technology is alsoa challenge because development is progressing so fast. In parallel with the internal activities,there is a debate about the effects of digitization on the individual and the learning that schoolleaders need to relate to.The challenges are many and it is important to continue the discussion about how school leaderscan be supported in their mission to lead digitization in schools.
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Samtalat skolledarskap : kategoriserings- och identitetsarbete i interaktion / Doing School Leadership : Categorization and Identity Work in InteractionNordzell, Anita January 2007 (has links)
Syftet med denna studie är att visa hur skolorganisation, skolledning och skolledaridentiteter produceras, formas och omformas i samtalad interaktion samt att visa vilka diskursiva metoder som de samtalande använder för att bygga upp sina begrepp och kategorier och samtidigt göra dem socialt acceptabla i sitt sammanhang. Jag har tagit teoretisk och analytisk utgångspunkt i etnometodologi, socialkonstruktionism och kategoriseringsanalys. Det empiriska materialet består av inspelade ledningsgruppsmöten, som transkriberats noggrant, från en grundskola och två gymnasieskolor, samt intervjuer med tre skolledare. De empiriska studierna presenteras i fyra delstudier, där delstudie I visar hur intervjuare och intervjuad gemensamt bygger upp relevanta ategorier med hjälp av bland annat tidsbegrepp. I delstudie II analyseras hur skolledare i ett arbetslagsledarmöte gemensamt skapar den lokalt producerade organisationen-i-handling. Delstudie III fokuserar hur citeringar av sig själv och andra används i mötessamtal för att forma kategorier och delstudie IV inriktas mot att se hur deltagarna i de probleminriktade samtalen orienterar emot teamet och hur ’vi’ som grupp formas. I samtliga delstudier fokuseras hur kategoriserandet samtidigt är identitetsskapande. De samtalande framställer sig själva som bland annat problemlösare, nytänkare, förändrare och annorlunda än ’de andra’. Kategoriseringsarbete har visat sig ha stor betydelse för interaktionen och identitetsarbete är en viktig del av det som sker i mötessamtal. Skolledning framstår som bland annat gemensamt producerat och inte enbart som ett heroiskt ensamarbete. Tal och samtal kan beskrivas som en viktig del av och i ledningsarbetet. / The aim of this study is to show how school organization, school leadership and school leader identities are produced, formulated and transformed in talkin-interaction, and to show methods members use to build concepts and categories making them socially acceptable, in situ. My theoretical points of departure and analytical tools are ethnomethodology, social constructionism and membership categorization analysis. The empirical material consists of recorded talk sequences at regular meetings of school management teams, transcribed in detail, at one primary school and two secondary schools, and interviews with three assistant principals. The analysis of the empirical material is presented in four studies. tudy I shows how the interviewer and interviewee jointly construct relevant categories, using temporal terms as well as other resources. Study II analyzes how school leaders at a team meeting collectively create the organization-in-action. The focus of study III is on how team members use reported speech to produce categories, while study IV is oriented towards how we as a team is produced. All studies focus on categorization work as identity work. The team members and the interviewees give attributes to and make categorizations of themselves and others in order to produce themselves as problem-solvers, innovative, progressive and different. Categorization work has proven highly significant in the interaction, and identity work is an important component of the actions accomplished in the analyzed meetings. School leadership is not produced as a lone heroic effort, but rather as something created by members in interaction. Talk-in-interaction can be described as an important part of and in leadership work.
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