Faculty of Educational Studies
Library of the School of Philosophy

2023-09-12

2023

Stratou Christina

Γεώργιος Πασιάς, Ομότιμος Καθηγητής, Παιδαγωγικό Τμήμα Δευτεροβάθμιας Εκπαίδευσης, ΕΚΠΑ
Δημήτριος Φωτεινός, Αναπληρωτής Καθηγητής, Παιδαγωγικό Τμήμα Δευτεροβάθμιας Εκπαίδευσης, ΕΚΠΑ
Ιωάννης Ρουσσάκης, Επίκουρος Καθηγητής, Παιδαγωγικό Τμήμα Δευτεροβάθμιας Εκπαίδευσης, ΕΚΠΑ
Ευαγγελία Φρυδάκη, Καθηγήτρια, Παιδαγωγικό Τμήμα Δευτεροβάθμιας Εκπαίδευσης, ΕΚΠΑ
Αθανάσιος Μιχάλης, Αναπληρωτής Καθηγητής, Παιδαγωγικό Τμήμα Δευτεροβάθμιας Εκπαίδευσης, ΕΚΠΑ
Χρήστος Παρθένης, Αναπληρωτής Καθηγητής, Παιδαγωγικό Τμήμα Δευτεροβάθμιας Εκπαίδευσης, ΕΚΠΑ
Αντιγόνη Άλμπα Παπακωνσταντίνου, Επίκουρη Καθηγήτρια Παιδαγωγικό Τμήμα Δευτεροβάθμιας Εκπαίδευσης, ΕΚΠΑ

H αυτοαξιολόγηση του σχολείου ως μορφή εκπαιδευτικής διακυβέρνησης. Μια κριτική ανάλυση λόγων και πολιτικών 2010-2023.

Greek

School self-evaluation as a mode of educational governance. A critical discourse analysis of the 2010-2023 policies.

This study uses discourse analysis to critically examine and analyse the discourses and policies for school self-evaluation as they were institutionally expressed in the Greek educational context during the period 2010-2023.
Every effort to institutionalize school self-evaluation in the Greek educational system, regardless of the variations in discourse and in the way of implementation proposed, is based on the pursuit/promotion of coordinated teamwork to achieve common goals, the active commitment of school members to continuous personal improvement leading to collective improvement and learning for all, and the systematic dissemination of information/knowledge as best practices to be utilized across the entire range of the educational system.
School self-evaluation is a mode of educational governance in that it enhances the autonomy of the school and educators and coordinates school action in such a way that each school plans and implements its strategic objectives and achieves desired outcomes within a broader centrally defined framework. Moreover, it has the characteristics of a dynamic and perpetual learning process both for the school at organisational level and for educators at individual level. The practices it envisages (collaborative practices, group work, peer evaluation, networking, dissemination of good practice) contribute to the organisational learning of the school and create conditions for active learning and enhancing teachers' professional development. It also plays a dominant role in the making of the educational subject (individual and collective) as it has the potential to influence teachers' dispositions, beliefs and perceptions about the nature of their work in school and to construct/shape the framework of competences necessary in the ever-changing conditions of the educational profession which require teachers to be adaptable, flexible, innovative and constantly available to change.

Education - Sport science

school self-evaluation, educational policy, governance, policy learning, teachers’ competences, critical discourse analysis

Yes

3

Yes

406

351

File access is restricted until 2024-09-12.

https://pergamos.lib.uoa.gr/uoa/dl/object/3350317