Kokybinio tyrimo strategijos taikymas projektuojant vadovų kompetencijų ugdymo(si) modelį : duomenų rinkimo ir analizės metodų pagrindimas

LTEfektyviai šiuolaikinio mokyklos vadovo veiklai būtinas sisteminis vadybinių kompetencijų ugdymas(is), todėl, optimizuojant mokyklų vadovų kompetencijų ugdymą(si) kaip suaugusiųjų švietimo sistemos grandį, iškyla būtinybė iš pagrindų peržiūrėti mokyklų vadovų kompetencijų ugdymo(si) principus, ypatingą dėmesį skiriant kompetencijų ugdymo(si) kokybės vertinimo metodologijai. Pirmoje straipsnio dalyje teorinės analizės būdu sukuriamas hipotetinis kokybiško mokyklų vadovų kompetencijų ugdymo(si) modelis. Antroje straipsnio dalyje pristatomi teorinio kompetencijų ugdymo(si) modelio aprobavimo praktikoje metodika bei rezultatai. Išsamiai aptariama empirinio tyrimo metu taikyta kokybinio tyrimo strategija: pristatomas tyrimo metodas – individualus eksperimentas, apibūdinami kokybinių duomenų rinkimo metodai – nestruktūruota refleksija raštu, „blogai struktūrizuotų problemų“ sprendimas. Teigiama, jog esminiai kokybinio tyrimo strategijos privalumai – individuacijos konteksto išryškinimas bei orientacija į organizacijos tobulinimą – ypač aktualūs vertinat mokyklų vadovų kompetencijų ugdymo(si) kokybę. [Iš leidinio]Reikšminiai žodžiai: Individualus eksperimentas; Kokybinio tyrimo; Kokybinio tyrimo strategija; Kokybinis Tyrimas; Mokyklų Vadovų Kompetencijos; Mokyklų vadovų kompetencijų ugdymo(si) modelis; Strategija; Ugdymo(si) Modelis; (self)education Model; Educational Model of School Leaders'Competences; Individual experiment; Qualitative Research; Qualitative Research Strategy; School Leaders Excellence; The competences of school education (learning) model.

ENArticle analyses strategies of the qualitative research methodology, research project originating processes, when a quality selfeducation model of leader's competences becomes a research subject. Its application in educational research practice is based on the methods of qualitative data collection and analysis and interpretative contextual analysis of the research outcomes. Its basis is categorisation of information about leaders' experiences of learning by doing. The methodology of approbation of the theoretical model of competence education in practice and empirical research outcomes are presented. The qualitative strategy applied in the research is discussed in detail, and qualitative data collection methods – a non-structured reflection in writing and solution of "badly structured problems" are introduced. It is argued that the key advantages of the qualitative research strategy – the highlighting of the context of individuation and orientation towards the improvement of the organisation – are especially important while evaluating the quality of development of competences of school head teachers. The research holds written documents created by the informants – the nonstructured written reflections – as texts. Reflection is a method based on self-observation and assessment, when one's own activities are critically observed and information about experiences (i.e. about one's behaviour, values, aims of activities and/or learning, attitudes, feelings, ideas and actions) is collected. It is thinking about one's learning, oriented towards clearly formulated goals. The choice of reflection as a data collection method was determined by a few reasons.The program of developing competences . of school head teachers' and the process of its realisation are based on the constructivist conception, which emphasises the ability of learners to collaborate with their social environment, to create new concepts, to acquire new abilities, and to construe cognitive structures by talking, discussing and questioning. Reflection is defined as the core of critical thinking, encompassing the meaning of the individual's thoughts, his/her doubts regarding the concepts and conventional wisdom. The essence of the method of reflection itself is intended for the continuous deliberation of one s activities: before, during and after them. Reflecting means turning back to what has happened and thinking about what has been understood. The more often learners are reflecting, the better they learn to do this and the more critically and objectively they assess their own experiences and those of others'. Non-structured reflection stimulates free expression of thoughts, unrestricted by schemes or a course of thoughts foreseen in advance. A five-minute essay stimulating the free expression of thoughts on the theme under analysis without going deeper into what has been written, without analysing or criticising, is defined as a method of a non-structured reflection. Three important dimensions became evident in the reflections presented by the informants. First, reflections recorded objective facts, i.e. what the informants saw, heard, experienced, etc. at the time of activities. [...]. [From the publication]

• Sociologija / Sociology
• Edukologija / Education