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A holistic distribution of leadership, where the entire community is committed both to learning and the organisation’s development, is considered an important factor in educational success. Initial...

For decades, higher education institutions have been incorporating sustainability principles. Spanish universities have considered it important that sustainability principles are integrated into the university curriculum, in order to contribute to the education of socially-responsible professionals. The present research aims to estimate pre-service educators&rsquo, awareness of selected challenges posed by Sustainable Development Goal 4 (SDG 4), and it identifies the learning experiences that contribute the most to these students&rsquo, awareness of quality education. Moreover, the study aims to explore the potential of the use of the vignettes approach for the evaluation of students&rsquo, awareness. The study drew on a sample of n = 202 first year students pursuing education-related degrees at a Spanish university. The data was collected using a vignette survey, and the data analysis was conducted using quantitative and qualitative techniques. The results show a high degree of awareness within the context of most of the challenges posed by SDG 4 and, in the search for the factors that contributed to the degree of awareness in the students, personal interests and classes taken at the university stand out. In addition, the study provides the methodological implications of the use of the vignette approach in the assessment of students&rsquo, awareness. This paper discusses the practical implications for universities of the integration of Education for Sustainable Development (ESD) competences into the curriculum.

Competencies for school leadership in the initial training of teachers are necessary because the teaching action in the classrooms must be allied with leadership and the optimal organization of the educational institution and this includes competences for coordination and networking with the community. This article focuses on the views on these competencies of teaching staff and school leaders who collaborate on the practicum stage of students. To this end, a multiple case study is conducted using mixed methodology, with the participation of three pre-school and primary schools. The study sample (n=20) is made up of members of management teams and teachers who are working in pre-school or the two first years of primary school. The instrument used is an ad hoc questionnaire, distributed online during the 2016-2017 academic year. The results show that teachers and principals perceive that, from all the teaching functions, coordination is the less developed although it is the most important, above leadership and the relationship with the socio-educational environment. Teachers, they consider that the following competencies, related to leadership, can be improved: conflict resolution, complex situations analysis, classroom management and relationship with families and entities in the educational context.

Las competencias para el liderazgo escolar en la formación inicial de los maestros son necesarias porque la acción docente en las aulas se tiene que aliar con el liderazgo y la organización óptima del centro educativo y ello comporta competencias para la coordinación y la colaboración con el entorno. Este artículo se centra en la visión sobre dichas competencias que tienen los maestros y equipos directivos que colaboran en las prácticas externas de los estudiantes. Para ello se realiza un estudio de casos múltiple con metodología mixta, con la participación de tres escuelas de educación infantil y primaria. La muestra de estudio (n=20) la configuran equipos directivos y maestros vinculados a Educación infantil y ciclo inicial de Educación primaria. El instrumento utilizado es un cuestionario ad hoc, distribuido online durante el curso 2016-2017. Los maestros y directores perciben que, del conjunto de las funciones docentes, la coordinación es la más deficitaria, aunque la más importante, por encima del liderazgo y la colaboración con el entorno. Los profesores consideran mejorables algunas competencias relacionadas con el liderazgo como resolución de conflictos, análisis de situaciones complejas, gestión del aula y, por último, relación con familias y entidades del entorno, Competencies for school leadership in the initial training of teachers are necessary because the teaching action in the classrooms must be allied with leadership and the optimal organization of the educational institution and this includes competences for coordination and networking with the community. This article focuses on the views on these competencies of teaching staff and school leaders who collaborate on the practicum stage of students. To this end, a multiple case study is conducted using mixed methodology, with the participation of three pre-school and primary schools. The study sample (n=20) is made up of members of management teams and teachers who are working in pre-school or the two first years of primary school. The instrument used is an ad hoc questionnaire, distributed online during the 2016-2017 academic year. The results show that teachers and principals perceive that, from all the teaching functions, coordination is the less developed although it is the most important, above leadership and the relationship with the socio-educational environment. Teachers, they consider that the following competencies, related to leadership, can be improved: conflict resolution, complex situations analysis, classroom management and relationship with families and entities in the educational context

espanolDiferentes investigaciones sobre la profesionalizacion de la direccion escolar muestran la distancia que hay entre la legislacion al respecto y la capacidad real de los directores y directoras de desarrollar algunas funciones encomendadas, como las de liderazgo pedagogico y coordinacion, las de innovacion y las de relacion con la comunidad. Por ello, en nuestro estudio nos propusimos identificar, con una metodologia que permitiera obtener datos representativos y en un contexto geografico amplio, los diferentes modelos de gestion escolar en centros de Primaria publicos y privados-concertados, y contrastarlos con la normativa vigente, para profundizar en que funciones directivas los directores encuentran mayor dificultad y requieren, por tanto, condiciones de mayor soporte, formacion y trabajo colaborativo con otros directores. Se ha trabajado con una muestra de 128 directores y directoras de centros de Primaria de la provincia de Tarragona (Espana). Los resultados evidencian una mayor presencia de modelos de gestion que de liderazgo pedagogico, asi como el evitar actuaciones referidas a la coordinacion y participacion de la comunidad educativa en el gobierno de los centros. Aparecen, ademas, relaciones entre el liderazgo, el genero y la experiencia en el cargo. EnglishDifferent research on the professionalization of school management show the distance between the relevant legislation and the actual ability of the directors to develop some functions entrusted, such as pedagogical leadership and coordination, innovation and the ones of relationship with the community. Therefore, in our study we set out to identify, with a methodology to obtain representative data in a broad geographical context, different models of school management at public and private-funded elementary schools and contrast them with current legislation, to deepen in what leadership roles directors find more difficulties and require therefore conditions of greater support, training and collaborative work with other directors. We have worked with a sample of 128 principals of primary schools in the province of Tarragona (Spain). The results show a greater presence of management models than pedagogical leadership as well as the avoidance of actions relating to the coordination and participation of the educational community in the governance of schools. Also appear relationships between leadership, gender and experience in the job. portuguesDiferentes pesquisas sobre a profissionalizacao da direcao escolar mostram a distancia que ha entre a legislacao a respeito e a capacidade real dos diretores e diretoras para desenvolver algumas funcoes que lhe sao encomendadas, como lideranca pedagogica e coordenacao, inovacao e relacao com a comunidade. Por isso, em nosso estudo nos propusemos identificar, com uma metodologia que permitisse obter dados representativos e em um contexto geografico amplo, os diferentes modelos de gestao escolar em centros de Ensino Fundamental 1 publicos e mistos (publico-privado) e contrasta-los com a normativa vigente, para aprofundar em que funcoes diretivas os diretores encontram maior dificuldade e requerem, portanto, maiores condicoes de apoio, formacao e trabalho colaborativo com outros diretores. Trabalhou-se com uma mostra de 128 diretores e diretoras de centros de Ensino Fundamental 1 da provincia de Tarragona (Espanha). Os resultados evidenciam uma maior presenca de modelos de gestao do que de lideranca pedagogica, assim como uma tendencia a evitar atuacoes referidas a coordenacao e a participacao da comunidade educativa no governo dos centros. Aparecem, ademais, relacoes entre a lideranca, o genero e a experiencia no cargo.

Educational inclusion is a must for school effectiveness, which is directly related to the quality of the teaching staff and headmasters. The institutional self-assessment appears as a core process to lead struggling schools towards comprehensive goals of socio-educative inclusion. We present a collegial self-assessment process that was carried out between the university and the management teams in primary schools from areas with socio-educational issues. We aim to characterize and improve the leadership skills in those contexts. The methodology (action-research) makes it possible to approach the conditions faced by the management team from a participatory and self-managed perspective. The collegial self-assessment, a process weakly controlled by head teachers, allows the management teams to focus on other complex functions: the internal coordination of their schools, the family-school relationships and the collaborative networks between schools and community. This enables them to deepen into a distributed, pedagogical and contextualized leadership., La inclusión educativa se considera inherente a la eficacia escolar y ésta directamente asociada a la calidad de los docentes y de la función directiva. La autoevaluación institucional aparece como un proceso central de la dirección escolar para la inclusión socioeducativa en contextos de desventaja. Presentamos un proceso de autoevaluación colegiada desarrollado entre la universidad y los equipos directivos de escuelas públicas de una zona escolar con necesidades educativas preferentes para caracterizar y mejorar la función directiva en tales contextos. La metodología (investigación-acción) permite acceder a las condiciones del desempeño de la dirección desde aproximaciones participativas y autogestionadoras. La autoevaluación colegiada, función débilmente controlada por los equipos directivos, les permite centrarse, además, en otras funciones complejas de la dirección escolar como la coordinación interna de sus centros, la relación familia-escuela y las redes de colaboración intercentros y con la comunidad, profundizando así en los liderazgos pedagógico, distribuido y contextualizado., L’éducation inclusive est inhérente à l’efficacité de l’école et, à son tour, celle-ci est directement liée à la qualité des enseignants et de la direction. L’autoévaluation institutionnelle apparaît comme l’un des processus centraux de la direction scolaire pour mener les centres vers le succès de l’inclusion socio-éducative, surtout dans des contextes de désavantage social. Nous présentons un processus d’autoévaluation collaborative développé entre la université et les équipes directifs des écoles publiques d’une zone scolaire ayant des besoins éducatifs préférentiels pour caractériser et d’améliorer leur fonction directive. La méthodologie (recherche-action) permet d’accéder aux conditions de l’exercice du rôle de leadership à partir d’une approche participative et d’autogestion. L’autoévaluation collaborative, faiblement utilisée et contrôlée, permet développer des fonctions complexes: la coordination interne des centres, la relation famille-école, et les réseaux collaboratifs entre les centres, ainsi que avec la communauté. Tout ça permet d’approfondir des formes d’un leadership pédagogique, distributif et contextualisé.