Towards the design of an innovative platform for the training of educational managers: enactive approach for analysis of the school management activity in Morocco
Many Research shows that principals’ competencies have implications not only on teachers, as their leadership underpins the work of teachers, but also on student achievement (Branch et al., 2013, Day et al., 2016). The school principals have the primary and the ultimate responsibility for the pedagogical, social and administrative management of the school (Alladatin, and al., 2021).
Leadership is therefore a crucial factor in the success of educational reforms. The most important questions to consider are: How can we develop highly competent school principals and make their positions more attractive, effective, and sustainable? How can we provide future school principals with the required knowledge and practices?
From the perspective of work didactics, this project proposes to design a framework guideline, that will eventually serve to develop platform of training and support program for school principals, which will be more efficient and coherent with the real work situation contexts. The framework guideline is based on an analysis of the real activities of actual primary and secondary school principals in Morocco, with a sample of 30 schools’ principals. We are using the auto-confrontation interviews as a methodological tool, since it is a powerful process of understanding and explaining real activity with the aim of transforming and improving work situations.
This project allow to develop multinational collaboration and expertise on the use of activity analysis, as an innovative approach to professional development, in order to achieve the SDG 4 goal: Ensure inclusive and equitable quality education and promote lifelong learning opportunities for all.
21 déc. 2022