Proloog avaliku juhtimise juurde

Video- ja filmimaterjali analüüs on üks väljakutseid pakkuv vahend õppetöös, mis algselt põhjustab paljudes tudengites segadust, sest kriitilise lugemise oskust ei ole palju harjutatud. Enamasti asjad siiski laabuvad ning kui õpitud teoreetilised perspektiivid jõuavad praktikas tähendusi loovate omaduste ilmnemiseni, siis on äratundmisrõõm suur. Siinviidatu on üks väheseid minule ettejuhtunud tekste, mis sedalaadi mõttekäike arendab.

Kontekstist:

Public administration (PA) education aims to cultivate professionals who can enter the workforce and competently implement public policy. The Network of Schools of Public Policy, Affairs, and Administration (NASPAA) sets accreditation standards for academic programs around PA knowledge and skill development.

Piireületavatest oskustest:

Public administrators require skills to build trust with the communities they serve and “pursue fairness and to incorporate and value principles of democracy and public transparency within their decision-making process” (Haupt et al., 2017: 614). This entails capabilities beyond professional skill development to cultivate students into responsible administrators who are empowered to enact social change despite bureaucratic and political pronouncements (Lebovits and Bharath, 2019; Marshall, 2003).

Video spetsiifiliste oskuste arendajana:

Film (any audiovisual recording) is a useful tool in PA classrooms as its multitude of beneficial outcomes can potentially develop three levels of public administrators: skilled administrators, responsible administrators, and responsible administrators in the information age.

Lisandväärtus:

Students not only learn the core competencies of PA and meet NASPAA requirements but also become socially conscious, media literate, lifelong learners who do not passively consume information but actively assess material presented to them.

Video väärtus pedagoogikavahendina:

Theoretically, film can provide insights at five levels: (a) theory; (b) values; (c) leadership; (d) policy; and (e) teaching – the last point provides support for its use in training/educating public administrators (Goodsell and Murray, 1995 as cited in Marshall, 2012). Moreover, the use of film in the classroom links to Kolb’s experiential learning cycle, where learning is a process by which transformative experiences create knowledge

Mõned järeldused:

PA classrooms can no longer depend purely on the traditional teaching methods of PowerPoint presentations and lectures (whether online or in-class) but need to find innovative ways to engage the students. Film can fill this role. Research shows that film brings classroom material to life and connects theory to practice in engaging ways.

Bharath, D. M. N. (2021). Film in Public Administration Classrooms: Developing Responsible Administrators in the Information Age. Teaching Public Administration, 39(2), 133–155. https://doi.org/10.1177/0144739420929384