Název: Individuální inovační chování a charakteristika pracoviště : potenciál výzkumu inovací ve vzdělávání
Variantní název:
- Individual innovation behavior and workplace characteristics : the potential of innovation surveys in education
Zdrojový dokument: Studia paedagogica. 2020, roč. 25, č. 3, s. [103]-129
Rozsah
[103]-129
-
ISSN1803-7437 (print)2336-4521 (online)
Trvalý odkaz (DOI): https://doi.org/10.5817/SP2020-3-4
Trvalý odkaz (handle): https://hdl.handle.net/11222.digilib/142860
Type: Článek
Jazyk
Licence: Neurčená licence
Upozornění: Tyto citace jsou generovány automaticky. Nemusí být zcela správně podle citačních pravidel.
Abstrakt(y)
Inovace vytvořené učiteli, učitelskými komunitami a školami v rámci jejich běžné praxe hrají klíčovou roli při zlepšování kvality a efektivity vzdělávání. Vzhledem k tomu, že protokoly, nařízení centrálních orgánů a konvenční výukové materiály nemohou obsáhnout řešení všech problémů, které se během každodenní praxe vyskytnou, je pro vypořádání se s výzvami, před něž jsou učitelé a školy v rámci své činnosti postaveni, nezbytné vytvářet nová, originální řešení. Podobně jako v jiných profesích náročných na znalosti jsou také pro efektivní práci učitelů a fungování učitelských komunit nezbytné kreativita a inovativní přístup. V mnoha zemích jsou školy vybízeny k podpoře inovačního pracovního chování a očekává se od nich, že budou schopny efektivně řídit procesy změny a inovací. S rostoucím významem inovací a inovačních procesů ve vzdělávání vyvstává také otázka, jakým z působem inovace v tomto sektoru měřit a jakým z působem mohou data týkající se inovací využít ti, kdo rozhodují. V tomto příspěvku jsou prezentovány některé výsledky průzkumu inovací ve vzdělávání, který byl realizován v Maďarsku v roce 2018. Je v něm názorně představena možnost navrhnout nástroje pro sběr dat, které umožňují zachytit inovační proces na úrovni školy/katedry. Příspěvek se zaměřuje na jednu konkrétní problematickou oblast, a sice na vztah mezi inovační aktivitou / inovačním chováním a charakteristikami organizace (pracoviště).
Innovations created by teachers, teacher communities, and schools in their daily practices play a key role in improving the quality and effectiveness of education. As protocols, central regulations, and ready-made teaching materials do not provide solutions to all problems emerging in daily practice, it is necessary to invent new and original solutions to respond to the challenges teachers and schools encounter in their everyday work. As in other knowledge-based professions, creativity and innovativeness are necessary skills for teachers and teacher communities so that they can work effectively. In many countries, schools are encouraged to support innovative work behavior and are expected to manage change and innovation processes effectively. The increasing importance of innovations and innovation processes in education raises the question of how to measure innovation in this sector and how decision makers can use innovation data. This article presents some of the outcomes of an education sector innovation survey conducted in Hungary in 2018. It demonstrates the possibility to design data collection instruments that enable capturing school/department-level innovation processes. The article focuses on one specific problem area: the relationship between innovation activity/behavior and organizational (workplace) characteristics.
cze
eng
Note
Původní verze tohoto příspěvku vznikla jako součást výzkumného projektu s názvem Innova financovaného z prostředků maďarského Národního institutu pro výzkum, vývoj a inovace (číslo projektu: 115857).
Reference
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[35] Smirnov, I. (2017). Identifying factors associated with the survival and success of grassroots educational innovations. In A. M. Sidorkin & M. K. Warford (Eds.), Reforms and innovation in education (s. 85–98). Springer.
[36] Song, J. H., Chermack, T. J., & Kim, W. (2013). An analysis and synthesis of DLOQ-based learning organization research. Advances in Developing Human Resources, 15(2), 222–239. https://doi.org/10.1177/1523422313475995 | DOI 10.1177/1523422313475995
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[2] Arundel, A., Bowen-Butchart, D., Gatenby-Clark, S., & Goedegebuure, L. (2016b). Management and service innovations in Australian and New Zealand universities. LH Martin Institute, University of Melbourne.
[3] Balázs, É., Fazekas, Á., Fischer, M., Györi, J., Halász, G., Kovács, I. V., … Wolfné Borsi, J. (2015). "Smart public education". A recommendation to complement the national education sector innovation strategy ["Okos köznevelés". Javaslat a Nemzeti Oktatási Innovációs Rendszer stratégiájának kiegészítésére.]. ELTE University.
[4] Ball, S. J. (2012). The micro-politics of the school: Towards a theory of school organization. Routledge. https://doi.org/10.4324/9780203808733 | DOI 10.4324/9780203808733
[5] Bess, K. D., Perkins, D. D., & McCown, D. L. (2010). Testing a measure of organizational-learning capacity and readiness for transformational change in human services. Journal of Prevention & Intervention in the Community, 39(1), 35–49. https://doi.org/10.1080/10852352.2011.530164 | DOI 10.1080/10852352.2011.530164
[6] Cameron, K. S., & Quinn, R. E. (2006). Diagnosing and changing organizational culture: Based on the competing values framework. Jossey-Bass – Wiley.
[7] De Jong, J. P., & Den Hartog, D. N. (2008). Innovative work behavior: Measurement and validation. EIM Business and Policy Research, 8(1), 1–27.
[8] Dunne, A., Patel, R., & Souto Otero, M. (2014). Study on policies promoting innovative pedagogies that are effective in tackling low achievement in basic skills. Publications Office of the European Union.
[9] Engeström, Y. (1999a). Activity theory and individual and social transformation. In Y. Engeström, R. Miettinen, & R. L. Punamaki (Eds.), Perspectives on activity theory (s. 19–38). Cambridge University Press.
[10] Engeström, Y. (1999b). Innovative learning in work teams: Analysing cycles of knowledge creation in practice. In Y. Engeström, R. Miettinen, & R. L. Punamaki (Eds.), Perspectives on activity theory (s. 377–406). Cambridge University Press.
[11] Fazekas, Á. (2018). The impact of EU-funded development interventions on teaching practices in Hungarian schools. European Journal of Education, 53(3), 377–392. https://doi.org/10.1111/ejed.12295 | DOI 10.1111/ejed.12295
[12] Fazekas, Á., Halász, G., & Horváth, L. (2018). Innovations and innovation processes in the Hungarian education system [Innovációk és innovációs folyamatok a magyar oktatási rendszerben]. Educatio, 27(2), 247–264. https://doi.org/10.1556/2063.27.2018.2.7 | DOI 10.1556/2063.27.2018.2.7
[13] Fraser, A. J. (2005). Teacher-led innovation and development to improve professional practice. The Winston Churchill Memorial Trust of Australia. https://www.churchilltrust.com.au/media/fellows/Fraser_Andrew_2005.pdf
[14] Fullan, M. (2011). Seminar series 204. Choosing the wrong drivers for whole system reform. Center for Strategic Education.
[15] Goodwin, A. L. (2014). Perspectives on high performing education systems in Finland, Hong Kong, China, South Korea and Singapore: What lessons for the U.S.? In S. K. Lee, W. O. Lee, & E. L. Low (Eds.), Educational policy innovations: Levelling up and sustaining educational achievement (s. 185–200), Springer.
[16] Halász, G. (2018a). Measuring innovation in education: The outcomes of a national education sector innovation survey. European Journal of Education, 53(4), 557–573. https://doi.org/10.1111/ejed.12299 | DOI 10.1111/ejed.12299
[17] Halász, G. (2018b). Teacher learning and innovation: The case of Hungary. Příspěvek připravený v rámci "Belt and Road Education Research Project", 2017, the Chinese National Institute of Educational Sciences.
[18] Halász, G., & Fazekas, Á. (2020). Who is innovating and now in the education sector? Combining the subject and the object approaches in an education sector innovation survey. Forthcoming.
[19] Horváth, L. (2017). Organisational learning and innovation in the subsystems of the Hungarian education system [A szervezeti tanulás és az innováció összefüggései a magyar oktatási rendszer alrendszereiben]. Neveléstudomány, 5(4), 44–66. https://doi.org/10.21549/NTNY.20.2017.4.3 | DOI 10.21549/NTNY.20.2017.4.3
[20] Horváth, L., & Halász, G. (2017). Innovation in the Hungarian educational sector. In P. Vrgović, A. Pilav-Velić, & C. Dreher (Eds.), DSCIM – 2017 1st Doctoral students conference on innovation management: Proceedings (s. 63–76). Faculty of Technical Sciences.
[21] Høyrup, S. (2012). Employee-driven innovation: A new phenomenon, concept and mode of innovation. In S. Høyrup, M. Bonnafous-Boucher, C. Hasse, M. Lotz, & K. Møller (Eds.), Employee-driven innovation. A new approach (s. 3–34). Palgrave Macmillan.
[22] Cheng, E. C., & Lo, M. L. (2013). Learning study: Its origins, operationalisation, and implications. OECD Publishing.
[23] Marsick, V. J., & Watkins, K. E. (2003). Demonstrating the value of an organization's learning culture: The dimensions of the learning organization questionnaire. Advances in Developing Human Resources, 5(2), 132–151. https://doi.org/10.1177/1523422303005002002 | DOI 10.1177/1523422303005002002
[24] Melkas, H., & Harmaakorpi, V. (2012). Introduction. In H. Melkas & V. Harmaakorpi (Eds.), Practice-based innovation: Insights, applications and policy implications (s. 1–13). Springer.
[25] Messmann, G., & Mulder, R. H. (2012). Development of a measurement instrument forinnovative work behaviour as a dynamic and context-bound construct. Human Resource Development International, 15(1), 43–59. https://doi.org/10.1080/13678868.2011.646894 | DOI 10.1080/13678868.2011.646894
[26] NESTA. (2007). Hidden innovation. How innovation happens in six 'low innovation' sectors. NESTA. https://www.researchgate.net/publication/318431538_Hidden_Innovation_in_the_Creative_Industries
[27] NIERD. (2011). Strategy proposal for the development of the Hungarian national education sector innovation system. National Institute for Educational Research and Development. http://ofi.hu/sites/default/files/ofipast/2011/05/8.1.-Vezetoi_osszefoglalo-EN.pdf
[28] Nilsen, P., & Ellström, P. E. (2012). Fostering practice-based innovation through reflection at work. In H. Melkas & V. Harmaakorpi (Eds.), Practice-based innovation: Insights, applications and policy implications (s. 155–172). Springer.
[29] OECD. (2008). Handbook on constructing composite indicators methodology and user guide. OECD Publishing.
[30] OECD. (2014). Measuring innovation in education: A new perspective, educational research and innovation. OECD Publishing.
[31] OECD. (2016). Innovating education and educating for innovation. The power of digital technologies and skills. OECD Publishing.
[32] OECD. (2017). Measuring innovation in education. A journey to the future. OECD Publishing.
[33] OECD/Eurostat. (2018). Oslo manual 2018: Guidelines for collecting, reporting and using data on innovation. The measurement of scientific, technological and innovation activities (4. vyd.). OECD Publishing.
[34] Shirley, D. (2016). How to lead educational change. Journal of Educational Change, 17(3), 281–285. https://doi.org/10.1007/s10833-016-9281-9 | DOI 10.1007/s10833-016-9281-9
[35] Smirnov, I. (2017). Identifying factors associated with the survival and success of grassroots educational innovations. In A. M. Sidorkin & M. K. Warford (Eds.), Reforms and innovation in education (s. 85–98). Springer.
[36] Song, J. H., Chermack, T. J., & Kim, W. (2013). An analysis and synthesis of DLOQ-based learning organization research. Advances in Developing Human Resources, 15(2), 222–239. https://doi.org/10.1177/1523422313475995 | DOI 10.1177/1523422313475995
[37] Tan, C. (2016). Teacher agency and school-based curriculum in China's non-elite schools. Journal of Educational Change, 17(3), 287–302. https://doi.org/10.1007/s10833-016-9274-8 | DOI 10.1007/s10833-016-9274-8
[38] Vincent-Lancrin, S., Urgel, J., Kar, S., & Jacotinet, G. (2019). Measuring innovation in education 2019: What has changed in the classroom? OECD Publishing.
[39] Yang, B., Watkins, K. E., & Marsick, V. J. (2004). The construct of the learning organization: Dimensions, measurement, and validation. Human Resource Development Quarterly, 15(1), 31–55. https://doi.org/10.1002/hrdq.1086 | DOI 10.1002/hrdq.1086