Organizational learning within the context of the functioning of educational teams: the progressive emergence of a professional metamorphosis

Generosa Pinheiro*, José Matias Alves

*Corresponding author for this work

Research output: Contribution to journalArticlepeer-review

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Abstract

Responding to contemporary global challenges will require quality education, which presupposes changes in schools’ organizational structures, new roles and mentalities for the players involved and a culture of learning at the different levels of organizations. In this regard, we strive to understand how changing certain organizational structures, more specifically the organization of teaching by educational teams operating as professional learning communities, can have an impact on individual, collective and organizational learning at schools. To this end, we have adopted a qualitative research paradigm, put into operation through a case study, based on a qualitative-quantitative approach. We combined a descriptive statistical approach consisting of two questionnaires, which have been decoded and interpreted both structurally and semantically, with a content analysis of interviews, focused discussion groups and field diary notes, to examine a number of unique contexts and the perspectives of individual players. We concluded that a change in organizational structures is an essential but insufficient condition. What is needed is a change in the players’ beliefs and collaboration that provides deep learning. As such, a substantial change in education at the level of educational organization requires joint action at the levels of structure, middle leadership, beliefs and professional cultures.
Original languageEnglish
Article number247
Number of pages24
JournalEducation Sciences
Volume14
Issue number3
DOIs
Publication statusPublished - Mar 2024

Keywords

  • Educational teams
  • Learning communities
  • School cultures
  • Organizational structures
  • Shared leadership

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