Management of teacher education: danish democratic discourse in postmodern era
- Autores: Angelina Roliak, Olena Matiienko, Elvira Manzhos, Olena Shamanska, Nelya Burlaka
- Localización: Independent Journal of Management & Production, ISSN-e 2236-269X, Vol. 12, Nº. Extra 6, 2021 (Ejemplar dedicado a: Independent Journal of Management & Production (2-nd Special Edition ISE, S&P); s402-s416), págs. 463-476
- Idioma: inglés
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Resumen
In postmodern area, flexible and innovative management should become an integral part of the European education system as every knowledge-based society demands to educate high-quality specialists. The present research combines two dimensions: structural and administrative, including a dual fringe of both management and teacher education environments in the Nordic democratic space. The article offers a comparative analysis of the structural model, administrative principles, and new management initiatives in teacher professional training within the tertiary education system of neo-liberal Denmark. The Danish context is the most essential because this country has gained a unique experience in creating an effective system of self-governing teacher education institutions existing on a relevant background of centralized and decentralized management principles. The methodological contribution of this research is based on a case study approach that includes methods of qualitative analysis, critical induction, information reinterpretation, and generalization. Neo-liberal management initiatives of the Danish democratic state aimed at improving pedagogical education after postmodern period are considered to be a part of the response to the ongoing need for high-quality professional training of teachers based on a solid foundation of autonomy and effective innovative practices.
