FESE HandBook v03c 15112023 MEV- COMPLETO - Flipbook - Página 50
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ALGUNAS PERSPECTIVAS EN LIDERAZGO ESCOLAR / PRIMERA PARTE
text to the problem, using the evidence as a source to probe deeper, investigate and come to thoughtful and practical solutions. My preferred
expression is evidence-enriched practice. Here, using evidence is part of
a school or district9s way of being. People are hungry for evidence and
it infuses other activity as colleagues bring evidence to life in creative,
thoughtful and sustainable ways as they learn their way forward.
KNOWLEDGE EXCHANGE AND CREATION
In moving toward evidence-enriched practice, researchers are keen for
their research ondings to inform this and policy. Many terms are used
to describe this activity. One is 8disseminate9. I disseminate my research
ondings to you, the 8user9 (this word has interesting connotations too).
But how is the user engaged? The word 8diffusion9 evokes scientioc images of dispersion, spreading and intermingling, though engagement of
leaders and teachers is equally unclear. Another term is 8knowledge mobilisation9. Mobilisation is usually associated with active service – mobilising troops. 8Knowledge exchange9 better captures the connection more
likely to foster engagement. This highlights a relationship between researchers and decision makers. Most knowledge exchange deonitions
emphasise collaboration and dialogue between the different communities. For some the end goal seems merely to be helping research to innuence policy and practice. Others get closer to the essence of a committed two-way relationship in accentuating collaborative problem solving
which results in mutual learning. Such learning is more likely to occur
through 8dynamic information sharing and exchange9, and information
users 8as active participants rather than just passive recipients9 (Canadian Mental Health Association, 2008).
Researchers can enable knowledge exchange through facilitating
knowledge animation (Stoll, 2010). By co-designing materials and processes that make research knowledge accessible and help teachers and
leaders make learning connections (e.g., Stoll et al., 2021), practitioners
bring their own experience and contextualise the research to ot their
own situations. It is the practitioners who ultimately animate research
ondings and, through this, create their own new knowledge and practice. In exchanging/sharing and analysing their own practice together,
they are also creating knowledge which is a powerful form of organisational learning (Nonaka and Takeuchi, 1995).
RESPONSIBILITY
Accountability and responsibility are closely related, but the words are
distinctly different. Responsibility denotes a sense of control, of being
