Pixel International Conferences

Keywords: basegroups, inclusive learning environment, individual adaptation, and collaboration.

This study explores the role of basegroups in an education program for principals and school administrators in primary and secondary education. The purpose is to contribute to a deeper understanding of the significance of basegroups in education, offering insights that are relevant for educational leaders and policy developers nationwide. Huber (2011) indicates that the central question is whether and how the professional development of leaders has a positive impact, for example, on school goals. A premise is a strong integration between research-based knowledge and self-development of leaders. Another premise is individual and local adaptation of content and methods. Based on these two premises, principal education is more problem-oriented than theme-oriented, a characteristic highlighted as particularly important in adult learning (Aas, 2016). Johnson & Johnson (2021) state that by promoting an inclusive and supportive environment, future school leaders are equipped with the necessary skills and perspectives to navigate and positively contribute to the dynamic field within educational leadership. Work in collaborative basegroups where positive mutual dependence, individual accountability are key elements. With a focus on the function and value of the basegroup for success in one's own learning, a written evaluation with open-ended questions is conducted after each physical gathering in the study. The thematization and design of the questions are deductive in nature. Yet, unlike closed questions, students have the opportunity to provide rich descriptions in their answers through text fields. The analysis of the evaluations shows nuanced differences between the responses (Grønmo 2016). Findings from the study suggest that work in the basegroups fosters learning, support, and professional growth, characterized by openness, safety, and diversity. This learning environment not only enriches the academic understanding but also strengthens personal development by promoting social, academic, and cultural inclusion. This is underscored by the students as they describe how participation in the group encourages academic development through discussions, exchange of experiences, and critical thinking, while also providing opportunities for networking and practical application of theories. By facilitating a learning environment characterized by diversity, inclusion, and collaboration, the basegroups represent an important step towards a more inclusive and effective educational leadership.

References:

Aas, M. (2016). Bli en bedre skoleleder. Gruppecoaching som verktøy. Oslo: Universitetsforlaget.

Grønmo, S. (2016). Samfunnsvitenskapelige metoder. Bergen, Fagbokforl.

Huber, S.G. (2011). Leadership for learning – Learning for leadership: The impact of professional development. I T. Townsend & J. MacBeath (red.), Springer International handbook of leadership for learning. Springer International Handbooks of Education 25 (s. 635–652). Dordrecht: Springer.

Johnson, D. W. and R. T. Johnson (2021). Learning Together and Alone: The History of Our Involvement in Cooperative Learning. United Kingdom, United Kingdom: Routledge: 44-62.