Class Quality in Educational Administration

The relevance of this UC lies in the fact that students can obtain analysis tables regarding "organizational learning" as a factor in the development and change of organizations

1. Notion of organization, structuring dimensions and levels of analysis

2. Theories of sociological and organizational analysis and models of rationality

3. The organization as a social system

3. 1 Conflicting paradigms underlying social action / interaction in a global context

3. 2 Interests and values: implications for social action / interaction

4. Learning organizations: from theory to practice

5. Leadership in educational organizations

5.1 The organizational dimensions of the school: mission and objectives, structures, dynamics, cultures and environment.

5.2 Areas of competence or management fields of educational organizations

5.3 Leadership

5.4 Power Bases and Leadership Styles

5.5 Transformational leadership: the leader as a manager and as an educator.

Face-to-face and autonomous work sessions. The work sessions are diverse: theoretical exposition of different perspectives, and respective authors, most representative of the themes under study, followed by critical debate, with mobilization of knowledge, experiences and previous conceptions of the students, work in groups, supported by the teacher, to the construction of reflections on the issues addressed, based on a set of guiding questions; Autonomous work, which should include reading and analyzing texts and documents. Indication of texts to be addressed in the following session, both for exposition by the teacher, as well as for critical reading, discussion in small groups and presentation by students. The assessment integrates active and critical participation in classes, the preparation of small group reflection works and individual scientific work on the themes addressed in classes. Participation in face-to-face work and debates, 40%, and individual work, 60%.

Cunha, M., & Rego, A. (2009). Liderar. D. Quixote.

Flores, M. A. (2014). Profissionalismo e Liderança dos Professores. De Facto Editores

Hatch, M. J. & Cunliffe, A. L. (col.) (2006). Organizational theory: modern, symbolic and postmodern perspectives (2nd ed). OUP.

Hargreaves, A. & Fink, D. (2007). Liderança sustentável. Porto Ed.

Lima L., Silva E., Torres L., Sá V. & Estevão C. (2011). Perspetivas de Análise Organizacional das Escolas. Fundação Manuel Leão.

Schleicher, A. (2012), Ed., Preparing Teachers and developing school leaders for the 21st century: lessons from around the world, OECD Publishing  (https://www.oecd.org/site/eduistp2012/49850576.pdf)

Sergiovanni, T. (2004). O mundo da liderança. Desenvolver culturas, práticas e responsabilidade pessoal nas escolas. ASA

Wenger,  E. (2001). Comunidades de prática: aprendizaje, significado e identidad. Paidós.