Formação de líderes educativos: uma perspectiva comparativa das práticas à escala ucraniana e mundial

Alla Moskalenko; Serhii Kubitskyi; Oksana Horishna; Nina Slyusarenko; Marharyta Vorovka

doi:10.22633/rpge.v29iesp1.20471

Autores/as

Alla Moskalenko Universidade Nacional Taras Shevchenko de Kyiv https://orcid.org/0000-0002-1286-9788
Serhii Kubitskyi Universidade Nacional de Ciências da Vida e do Ambiente da Ucrânia https://orcid.org/0000-0002-7691-8606
Oksana Horishna Universidade Técnica Nacional Ivan Puluj de Ternopil https://orcid.org/0000-0003-3127-1316
Nina Slyusarenko Universidade Estadual de Kherson https://orcid.org/0000-0002-9215-5936
Marharyta Vorovka Universidade Estadual Pedagógica de Melitopol Bogdan Khmelnitsky https://orcid.org/0000-0002-9651-0990

DOI:

https://doi.org/10.22633/rpge.v29iesp1.20471

Palabras clave:

Formación profesional, Personal directivo, Instituciones educativas, Gestión de crisis, Globalización de la educación

Resumen

Basado en la experiencia ucraniana e internacional entre 2020 y 2024, el artículo analiza los aspectos específicos de la formación profesional de los administradores en el ámbito educativo. Se destaca cómo el Proceso de Bolonia y los programas de intercambio internacional se utilizan para integrar el sistema educativo ucraniano en el espacio europeo. Se presta especial atención al impacto de la guerra en la evolución de los programas de formación en gestión, abordando los desafíos de combinar la capacitación psicológica con medidas de seguridad y adaptar los cursos a situaciones de crisis. Se explora el potencial de la etapa posterior a la guerra para desarrollar capacitaciones basadas en experiencias extranjeras, recomendando el uso de métodos internacionales para reconstruir las instalaciones educativas y fortalecer las competencias profesionales. Finalmente, el estudio subraya la importancia de la digitalización y de las nuevas tecnologías en la formación de gestores contemporáneos y destaca cómo la cooperación educativa internacional mejora la calidad de los cursos de gestión en Ucrania.

Descargas

Los datos de descargas todavía no están disponibles.

Biografía del autor/a

Alla Moskalenko, Universidade Nacional Taras Shevchenko de Kyiv

Universidade Nacional Taras Shevchenko de Kyiv, Kyiv, Ucrânia. Doutor em Pedagogia. Professor Associado, Faculdade de Psicologia.

Serhii Kubitskyi, Universidade Nacional de Ciências da Vida e do Ambiente da Ucrânia

Universidade Nacional de Ciências da Vida e do Ambiente da Ucrânia, Kyiv, Ucrânia. Doutor em Pedagogia. Professor e Chefe do Departamento de Gestão e Tecnologias Educacionais, Faculdade Humanitária Pedagógica.

Oksana Horishna, Universidade Técnica Nacional Ivan Puluj de Ternopil

Universidade Técnica Nacional Ivan Puluj de Ternopil, Ternopil, Ucrânia. Professor Assistente Sênior. Doutor em Filosofia, Departamento de Atividades Informacionais e Ciências Sociais, Faculdade de Economia e Gestão.

Nina Slyusarenko, Universidade Estadual de Kherson

Universidade Estadual de Kherson, Kherson, Ucrânia. Doutor em Ciências Pedagógicas. Professor Titular. Professor do Departamento Ye. Petukhov de Pedagogia, Psicologia e Gestão Educacional; Estabelecimento Público Superior “Academia de Educação Continuada de Kherson” do Conselho Regional de Kherson, Kherson, Ucrânia. Professor do Departamento de Pedagogia e Gestão da Educação.

Marharyta Vorovka, Universidade Estadual Pedagógica de Melitopol Bogdan Khmelnitsky

Universidade Estadual Pedagógica de Melitopol nomeada em homenagem a Bogdan Khmelnitsky, Zaporizhzhia, Ucrânia. Doutor em Ciências Pedagógicas. Professor do Departamento de Pedagogia da Educação e Artes, Faculdade de Educação Sociopedagógica e Artes.

Citas

Adams, D. (2023). Educational leadership: Contemporary theories, principles, and practices. Springer. https://doi.org/10.1007/978-981-99-8494-7

Alcántara, A. C., Sánchez-Martí, A., & Rovira, J. P. (2023). Languages of origin and education in Europe: A systematic review. European Journal of Education, 58(1), 151–165. https://doi.org/10.1111/ejed.12537

AlDhaen, E., Stone, M., Evans, G., & AlHawaj, A. (2023). Relevance and rigour in management education–gulf Universities and information on standards. Information Sciences Letters, 12(6), 2365–2372. https://doi.org/10.18576/isl/120613

Asad, M. M., Rind, A. A., & Abdulmuhsin, A. A. (2022). Impact of transformational leadership on educational institutes culture: a quantitative study in the context of Pakistan. International Journal of Organizational Analysis, 30(5), 1235–1250. https://doi.org/10.1108/IJOA-12-2020-2561

Clarke, S., & Dempster, N. (2020). Leadership learning: The pessimism of context and the optimism of personal agency. Professional Development in Education, 46(4), 711–727. https://doi.org/10.1080/19415257.2020.1787196

Forssten Seiser, A., & Söderström, Å. (2021). Rektorer i utbildning – drivkrafter för ett lärande i samspel [Principals in education: Driving forces for interactive learning]. Högre Utbildning, 11(1), 79–92. https://doi.org/10.23865/hu.v11.2947

Forssten Seiser, A., & Söderström, Å. (2022). The impact of the Swedish National Principal Training Programme on principals’ leadership and the structuration process of school organisations. Research in Educational Administration & Leadership, 7(4), 826–859. https://doi.org/10.30828/real.1120909

García-Martínez, I., Díaz-Delgado, M. Á., & Ubago-Jiménez, J. L. (2018). Educational Leadership Training, the Construction of Learning Communities. A Systematic Review. Social Sciences, 7(12), 267. https://doi.org/10.3390/socsci7120267

Gordon, M. F., Easton, J. Q., Blanchard, A., Bohannon, A. X., Smith, C., & Sartain, L. (2022). On the Path to Becoming a Chicago Public School Principal. Chicago, IL: NORC at the University of Chicago.

Grootenboer, P., & Hardy, I. (2015). Contextualizing, orchestrating and learning for leading: The praxis and particularity of educational leadership practices. Educational Management Administration & Leadership, 45(3) 402–418. https://doi.org/10.1177/1741143215595418

Hokkanen, L., Lettner, S., Barbosa, F., Constantinou, M., Harper, L., Kasten, E., Hessen, E. (2019). Training models and status of clinical neuropsychologists in Europe: Results of a survey on 30 countries. Clinical Neuropsychologist, 33(1), 32–56. https://doi.org/10.1080/13854046.2018.1484169

Kakungulu, S. (2024). Transformational Leadership in Educational Institutions. Eurasian Experiment Journal of Humanities and Social Sciences, 5(3), 18–22. https://www.researchgate.net/publication/385379456_Transformational_Leadership_in_Educational_Institutions

Moskalenko, A., Kubitskyi, S., Dychkivska, I., Uliukaieva, I., & Vorovka, M. (2024). Advancing managerial experience through education: Comparative Ukrainian and global practices. AD Alta, 14(2), Special Issue XLV, 30–36. https://www.magnanimitas.cz/ADALTA/140245/PDF/140245.pdf

Özkan, T., & Tokel, A. (2018). Evaluation of the Managerial Effectiveness of School Administrators by the Views of Teachers. EURASIA Journal of Mathematics, Science and Technology Education, 14(5), 2025–2037. https://doi.org/10.29333/ejmste/85869

Rivkin, S. G., Sartain, L., & Schiman, J. C. (2024). Training and Retaining Effective School Leaders: Results from Efforts to Improve Principal Effectiveness in Chicago Public Schools. YouChicago Consortium on School Reserch. https://consortium.uchicago.edu/sites/default/files/202308/Training%20and%20Retaining%20Effective%20School%20Leaders-Sep2023-Consortium.pdf

Sebastien, N. (2017). Effective Educational Leadership Training for Transformative Leadership. Journal of Interdisciplinary Teacher Leadership, 2(2), 27–31. https://doi.org/10.46767/kfp.2016-0017

Sunaengsih, C., Anggarani, M., Amalia, M., Nurfatmala, S., & Naelin, S. (2019). Principal Leadership in the Implementation of Effective School Management. Mimbar Sekolah Dasar, 61(1), 79–91. https://doi.org/10.17509/mimbar-sd.v6i1.15200

Toprak, M. (2020). Leadership in educational: A systematic review. International Journal of Educational Administration Management and Leadership, 1(2), 85–96. https://doi.org/10.51629/ijeamal.v1i2.10

Toprak, M., Karakus, M., & Chen, J. (2023). Transformational school leadership: a systematic review of research in a centralized education system. Journal of Educational Administration, 61(5), 514–530. https://doi.org/10.1108/JEA-10-2022-0185

Wodon, Q. (2023). Catholic education in Europe, educational pluralism, and public funding. International Studies in Catholic Education, 15(1), 20–33. https://doi.org/10.1080/19422539.2023.2190245