عنوان

Modes of Handling Contingency and Educational Goals and Aims

شماره

LA115938

زبان متن نوشتاري يا گفتاري و مانند آن

انگلیسی

عنوان اصلي

Modes of Handling Contingency and Educational Goals and Aims

نام عام مواد

[Article]

نام نخستين پديدآور

J. Copier, C.A.M. Hermans, T.S.M. van der Zee, et al.

محل نشرو پخش و غیره

Leiden

نام ناشر، پخش کننده و غيره

Brill

متن يادداشت

This article reports the results of an empirical study into the relationship between school leaders' experiences of contingency, and how they formulate goals and aims for the future of the children at their schools. We distinguish between three ways of handling experiences of contingency: contingency denial, contingency acceptance, and contingency receiving. We expect that school leaders who have received new insights in their experiences of contingency (contingency receiving) formulate future aims more often than school leaders who have accepted or denied experiences of contingency. This hypothesis is based on the assumption that both contingency receiving and formulating aims are characterised by transcendental openness and an ethical orientation towards the good life. The study consisted of qualitative interviews with 24 school leaders of primary schools in the Netherlands. The results confirm the hypothesis, and give insight into the complex relation between personal biography and professional identity in school leadership. This article reports the results of an empirical study into the relationship between school leaders' experiences of contingency, and how they formulate goals and aims for the future of the children at their schools. We distinguish between three ways of handling experiences of contingency: contingency denial, contingency acceptance, and contingency receiving. We expect that school leaders who have received new insights in their experiences of contingency (contingency receiving) formulate future aims more often than school leaders who have accepted or denied experiences of contingency. This hypothesis is based on the assumption that both contingency receiving and formulating aims are characterised by transcendental openness and an ethical orientation towards the good life. The study consisted of qualitative interviews with 24 school leaders of primary schools in the Netherlands. The results confirm the hypothesis, and give insight into the complex relation between personal biography and professional identity in school leadership.

تاريخ نشر

2019

توصيف ظاهري

188-210

عنوان

Journal of Empirical Theology

شماره جلد

32/2

شماره استاندارد بين المللي پياييندها

1570-9256

اصطلاح موضوعی

contingency receiving

اصطلاح موضوعی

educational aims

اصطلاح موضوعی

educational goals

اصطلاح موضوعی

ethical orientation

اصطلاح موضوعی

school leadership

اصطلاح موضوعی

transcendental openness

مستند نام اشخاص تاييد نشده

C.A.M. Hermans

مستند نام اشخاص تاييد نشده

J. Copier

مستند نام اشخاص تاييد نشده

T.S.M. van der Zee

شماره بازیابی

10.1163/15709256-12341391

نام الکترونيکي

فرمت انتشار

p

نوع ماده

[Article]

کد کاربرگه

275578

سطح دسترسي

a

تكميل شده

Y