Impacts of School Organizational Restructuring Into a Collaborative Setting on the Nature of Emerging Forms of Collegiality
Impacts of School Organizational Restructuring Into a Collaborative Setting on the Nature of Emerging Forms of Collegiality
复制标题
学校组织重组为协作环境对新兴形式合作性质的影响
DOI：
10.22230/ijepl.2009v4n9a159
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发表时间：
2009
影响因子：
--
通讯作者：
John Barnett
中科院分区：
文献类型：
--
作者：
Gerald Fallon;John Barnett
本案例研究讲述了加拿大西海岸的一所小学工作人员的故事，他们决定通过将学校的内部组织转变为旨在促进彼此之间合作实践的协作环境来解决他们认为的教师孤立问题。这项研究的主要指导问题是：协作的组织结构能否促进和维持一定程度的合作，使人们感到安全，免受攻击，解决难题，以及可以安全地挑战现状？在本研究中，学校组织结构的转变在一定程度上引发并塑造了教职员工的专业行为，形成了专业的学院互动模式。然而，我们发现，教育工作者似乎做出了个人选择，以保持一定程度的孤立和隐私，保护自己免受反思性询问和批评。
This case study tells the story of an elementary school staff on the west coast of Canada that decided to address their perceived problem of teacher isolation by transforming the internal organization of their school into a collaborative environment designed to foster collegial practices among themselves. The main guiding question of this study was: can a collaborative organizational structure facilitate and sustain a level of collegiality in which people feel safe from attack, where difficult questions are addressed, and where the status quo can be safely challenged? In this study, the transformation of organizational structure of the school elicited and molded, to an extent, the professional behaviours of members of the staff into professional collegial patterns of interactions. However, we have found that educators seemed to have made individual choices to maintain a certain degree of isolation, of privacy, shielding themselves from reflective inquiry and criticism.