Strategies for Democratic Reform in Education: Developing an Action Research Community in Mongolia

Autor/inn/en	Kaye, Candace; Dorjotov, Narantsetseg; Batmunkh, Lkhasuren; Badrakh, Jadambaa
Titel	Strategies for Democratic Reform in Education: Developing an Action Research Community in Mongolia
Quelle	In: Educational Action Research, 29 (2021) 4, S.656-673 (18 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0965-0792
DOI	10.1080/09650792.2021.1969975
Schlagwörter	Action Research; Teacher Education Programs; Educational Change; Higher Education; Professional Autonomy; Strategic Planning; Social Change; Democracy; College Faculty; College Administration; Standards; Administrator Attitudes; Teacher Attitudes; Grounded Theory; Social Justice; Expertise; Partnerships in Education; Foreign Countries; Mongolia + Suchen Sie Ihr Suchwort? Projektforschung; Bildungsreform; Hochschulbildung; Hochschulsystem; Hochschulwesen; Berufsfreiheit; Strategy; Planning; Strategie; Planung; Sozialer Wandel; Demokratie; Fakultät; College administrators; Hochschulverwaltung; Standard; Lehrerverhalten; Soziale Gerechtigkeit; Expert appraisal; Hochschulpartnerschaft; Ausland; Mongolei
Abstract	Within the major university for teacher education in Mongolia, Mongolian National University of Education, teacher development is designed to support the government-mandated higher education reform movement as this relatively young independent nation navigates from a position of dependency on foreign experts to one of greater independence and professional autonomy. This article discusses action research processes that support a sustainable, democratic model at MNUE, focusing on an ongoing participatory study using the perspectives of: (1) a visiting scholar, who for 10 years has investigated reform efforts involving use of action research methodology at MNUE; (2) conclusions of an administrative university leader, who closely studies strategic planning and implementation of reform based on governmental and credential standards and supports development of a university action research voice; and (3) reflections of a faculty member, who documents university reform efforts in her work with colleagues and students. Results of a constant comparative analysis of these perspectives are presented with recommendations for sustaining the process, including how to: (1) support reform efforts through continuing action research reflecting a democratic process and commitment to social justice; and (2) continue reconceptualizing knowledge and expertise as the role of democratic partnerships evolves from external intervention to national leadership. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01