A Processual Approach to the Study of Transitions of Middle School (Gymnasium) Teachers
- Institution: University of Warmia and Mazury in Olsztyn
- ORCID: https://orcid.org/0000-0003-4187-2764
- Year of publication: 2020
- Source: Show
- Pages: 139-155
- DOI Address: https://doi.org/10.15804/kie.2020.02.08
- PDF: kie/128/kie12808.pdf
This paper presents the results of research carried out during the first stage of the Polish education system transition process initiated by the education reform of 2017. The study was conducted with teachers of schools to be dissolved, who decided to transform their institutions into a new type of school – general education secondary school (lyceum), while retaining staff and organizational resources of the hitherto middle schools (gymnasium). A processual approach adopted in this project allowed me to capture the changes as they were happening and the analysis of the conditions of transition trajectories.
REFERENCES:
- Barbour, R. (2011). Badania fokusowe. Warszawa: PWN.
- Beadle, H. (2017). A Procession of Change: Argument for the Use of the Processual Approach in Examining School Based Organisational Change. Teacher Education Advancement Network Journal, 9(1), pp. 14–21.
- Bidart, C., Longo, M.E., & Mendez, A. (2013). Time and Process: An Operational Framework for Processual Analysis. European Sociological Review, 29(4), pp. 743–751. DOI: 10.1093/esr/jcs053.
- Bridges, W. (2008). Zarządzanie zmianami. Jak maksymalnie skorzystać na procesach przejściowych. Kraków: Wyd. Naukowe UJ.
- Brotherson, S.E., & Moen, D.A. (2011). Establishing a Home: A Study of Practical Dimensions in the Transition to Marriage. Family Science Review, 16(2), pp. 59–75.
- Charmaz, K. (2009). Teoria ugruntowana. Praktyczny przewodnik po analizie jakościowej. Warszawa: Wyd. Naukowe PWN.
- Drabik-Podgórna, V. (2010). Tranzycja jako nowa kategoria biograficzna we współczesnym poradnictwie zawodowym. Edukacja Dorosłych, 1, pp. 91–104.
- Ecclestone, K. (2009). Lost and Found in Transition: The Implications of ‘Identity’, ‘Agency’ and ‘Structure’ for Educational Goals and Practices. In: J. Field, J. Gallacher, & R. Ingram (Eds.), Researching Transitions in Lifelong Learning. London–New York: Routledge Taylor & Francis Group. Retrieved from: https://pdfs.semanticscholar.org/31db/123c152d22f4c6ec4130f378a73f00fa73a5.pdf?_ga=2.108829826.1872879869.1591709356-849102905.1585341051 (accessed: 14.02.2018).
- Erikson, E.H. (2004). Tożsamość a cykl życia. Poznań: Wyd. Zysk i S-ka.
- Flick, U. (2010). Projektowanie badania jakościowego. Warszawa: Wyd. Naukowe PWN.
- Fogel, A. (2006). Dynamic Systems Research on Interindividual Communication: The Transformation of Meaning-Making. The Journal of Developmental Processes, 1(1), pp. 7–30.
- Kędzierska, H. (2019). Nauczyciele gimnazjum – w poszukiwaniu nowej, profesjonalnej tożsamości. Przegląd Pedagogiczny, 2, pp. 66–78.
- Manstead, A.S.R. (2018). The Psychology of Social Class: How Socioeconomic Status Impacts Thought, Feelings, and Behaviour. British Journal of Social Psychology, 57(2), pp. 267–291. DOI: 10.1111/bjso.12251.
- McLeod, Ch., Heriot, S., & Hunt, C. (2008). Changing Places: Resilience in Children Who Move. Australian Journal of Education, 52(2), pp. 168–182. DOI: 10.1177/000494410805200205.
- Mizerek, H. (2017). Studium przypadku w badaniach nad edukacją. Istota i paleta zastosowań. Przegląd Pedagogiczny, 1, pp. 9–22.
- Moffatt, S., & Heaven, B. (2017). ‘Planning for Uncertainty’: Narratives on Retirement Transition Experiences. Ageing & Society, 37(5), pp. 879–898. DOI: 10.1017/S0144686X15001476.
- Müller, W., & Gangl, M. (2003). The Transition from School to Work: A European Perspective. In: W. Müller, & M. Gangl (Eds.), Transitions from Education to Work in Europe (pp. 1–19). Oxford: Oxford University Press.
- Pettigrew, A.M. (1997). What is a Processual Analysis? Scandinavian Journal of Management, 13(4), pp. 337–348. DOI: 10.1016/S0956-5221(97)00020-1.
- Piróg, D. (2013). Wybrane determinanty tranzycji absolwentów studiów wyższych na rynek pracy. Dylematy współczesnego rynku pracy. Studia Ekonomiczne. Zeszyty Naukowe Wydziałowe UE w Katowicach, 160, pp. 131–138.
- Rozkosz, E. (2017). Teoria Etienne’a Wengera w badaniach usytuowanego uczenia się kompetencji informacyjnych. Forum Oświatowe, 29(1), pp. 97–128.
- Rzechowska, E. (2011). Podejście procesualne: warianty badań nad procesami w mikro- i makroskali. Roczniki Psychologiczne, 14(1), pp. 127–157.
- Schlossberg, N.K. (1981). A Model for Analyzing Human Adaptation to Transition. Counselling Psychologist, 9(2), pp. 2–18. DOI: 10.1177/001100008100900202.
- Simons, H. (2009). Case Study Research in Practice. London: Sage.
- Sullivan, S.E., & Al Ariss, A. (2019). Making Sense of Different Perspectives on Career Transitions: A Review and Agenda for Future Research. Human Resource Management Review. DOI: 10.1016/j.hrmr.2019.100727.
- Taubman-Ben-Ari, O., Shlomo, S., Sivan, E., & Dolizki, M. (2009). The Transition to Motherhood – a Time for Growth. Journal of Social and Clinical Psychology, 28(8), pp. 943–970. DOI:10.1521/jscp.2009.28.8.943.
- Wenger, E. (1998). Communities of Practice: Learning, Meaning, and Identity. New York, NY: Cambridge University Press.
- Zahorska, M. (2009). Sukcesy i porażki reformy edukacji. Przegląd Socjologiczny, 58(3), pp. 119–142.
- Zittoun, T. (2008). Learning through Transitions: The Role of Institutions. European Journal of Psychology of Education, 23(2), pp. 165–181. DOI: 10.1007/BF03172743.
- Zittoun, T. (2009). Dynamics of Life-Course Transitions: A Methodological Reflection. In: J. Valsiner, P. Molenaar, M. Lyra, & N. Chaudhary (Eds.), Dynamic Process Methodology in the Social and Developmental Sciences (pp. 405–430). New York: Springer.
- Zmiany w systemie oświaty. Raport NIK. (2009). Retrieved from: https://www.nik.gov.pl/kontrole/P/18/027/.
middle schools teachers transitions managing transitions strategy processual approach