Modes of Learning in Educational Organizations: Theoretical Considerations, Methodological Approaches and Empirical Findings

  • Steffen Amling Helmut-Schmidt-Universität
Keywords: pedagogical organizations, organizational learning, school, group discussion, expert interview, triangulation, documentary method, logic of practice, learning orientations

Abstract

In this article I deal with the question of starting points and dynamics of learning processes in pedagogical organizations using the example of schools. Starting with a brief discussion of established approaches to determine organizational learning, I use the idea of the organization as an activity system to outline a concept of school organizations. Based on this heuristic, I present a methodological approach to the analysis of organizational learning processes, and present and discuss empirical findings based on the analysis of group discussions and expert interviews using the documentary method. In the triangulation of the reconstruction of learning orientations of members of a single school organization (a group of teachers and the school's principal) and their positioning in the activity system of the school, an organizational mode of learning comes into view.

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Author Biography

Steffen Amling, Helmut-Schmidt-Universität

Dr. Steffen AMLING, wissenschaftlicher Mitarbeiter an der Fakultät Geistes- und Sozialwissenschaften der Helmut-Schmidt-Universität/Universität der Bundeswehr Hamburg. Seine aktuellen Arbeitsschwerpunkte sind die empirische Lern- und Bildungsforschung, pädagogische Organisationsforschung, Professions- und Professionalisierungsforschung, Theorie und Empirie der Analyse sozialer Ungleichheit in pädagogischen Kontexten sowie Theorie und Methodologie der rekonstruktiven Sozialforschung.

Published
2021-01-16
How to Cite
Amling, S. (2021). Modes of Learning in Educational Organizations: Theoretical Considerations, Methodological Approaches and Empirical Findings. Forum Qualitative Sozialforschung / Forum: Qualitative Social Research, 22(1). https://doi.org/10.17169/fqs-22.1.3526
Section
Single Contributions