Bridging..
• key questions
• troubled waters
• glocal potential
• European pointers
• education ecosystem
• school activit...
• what is a good school like?
 opportunities x learning, facilities, organization, management,
mission, vision, networks…...
Schooling
Functional vs
transformative view
Professional
preparation
Formal learning
Individual
development
Social ju...
Teacher paradigms
• Scholar-professional: subject knowledge
• Technical expert: specific skills, techniques and
actions
• ...
Troubled waters
(Giddens, 1990, 1999)
Rethinking Education
Key support teaching professions for their
exceptional impact on pupil outcomes
Need efficient, eff...
Supporting
the teaching professions
• realistic, tailored initial teacher education, systematic
induction, collaborative C...
Education eco-system
Macro level
Meso level
Micro level
national
institutions/
governments
Schools/
Local
institutions
/or...
Activity system: the school
School
administrators/
authorities/staff
Curriculum
delivery/organisation,
settings, assessmen...
Activity system contradictions:
the school
School
administrators/
authorities/staff:
Bildung VS
Ausbildung
mission
Curricu...
Screenagers, latchkey kids…
Short attention span
Always ‘connected’; fragmented, multiple
identities
Informal, non-form...
interviews teacher education stakeholders (Caena, 2010)
..kindles
sparks in
pupils
..is a good
advertising
for learning
.....
Teacher learning in schools
Vision
Motivation
Understanding
Practice
Reflection
Community
(Shulman & Shulman, 2004)
School: bridge over troubled water…
• Teachers’ empowerment : collaboration, decision making;
shared values & responsibili...
Where water meets the ice: challenges
• School as organization of experts
• Professional bureaucracy
• Identification with...
The future: travelling along quadrants
• Internal and external
forces pushing policy
makers : international
benchmarking, ...
Future scenarios
• Reschooling = learning hub
(core social centres/focused learning
organizations)
• Deschooling = ubiquit...
Between rock and whirlpool:
bridging probable and desirable
H1:
systematic
reform H2:
‘Cinderella’
zone
H3: Ideal,
desirab...
MEITT Intensive Programme - Vilnius, July
2010 - Caena Francesca
school activity system
policy making activity system
(g)l...
Maps and map makers
The state of translation is the common
condition of all thinking beings.
(Jokinen & Veijola, 1997)
…tr...
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Pecha Kucha Francesca Caena - LL2013

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Pecha Kucha Francesca Caena - LL2013

  1. 1. Bridging.. • key questions • troubled waters • glocal potential • European pointers • education ecosystem • school activity system • school system learning • bridge over troubled waters • where water meets the ice • the future: between the rock and the whirlpool • fractal views Learning Lab - Kasteelhoeve Wange, 24 August 2013 - Francesca Caena
  2. 2. • what is a good school like?  opportunities x learning, facilities, organization, management, mission, vision, networks… • what is a good teacher like?  competences, knowledge, skills, attitudes, values, passion… • what is a good citizen like?  active participant in work and society, professional competences, transversal competences, openness, tolerance… • what is ‘good’??  effective/successful teaching/learning/(inter-)action + morally, rationally sound (Fenstermacher & Richardson, 2005)
  3. 3. Schooling Functional vs transformative view Professional preparation Formal learning Individual development Social justice (Hansen, 2008) ‘School is a place to better understand yourself…’ Curriculum • Realistic = professional, social skills • Classical=knowledge and culture tradition • Rational = discovery learning & research skills • Moral = active participation and democratic attitudes, values (Snoek & Žogla, 2009)
  4. 4. Teacher paradigms • Scholar-professional: subject knowledge • Technical expert: specific skills, techniques and actions • Skilled craftsman: manage, organize, plan teaching/learning • Reflective professional and adaptive expert • Educational guide: identity development • Social agent: engagement in social context (Charlier, 2006; Paquay et al., 2006) ‘Teachers reduce complexity in context’
  5. 5. Troubled waters (Giddens, 1990, 1999)
  6. 6. Rethinking Education Key support teaching professions for their exceptional impact on pupil outcomes Need efficient, effective investments, policy support and motivation teaching staff Ageing teacher workforce; background economic crisis; swift changes society, knowledge & learning Fields, strategies, priority actions for education improvement (European Commission, 2012)
  7. 7. Supporting the teaching professions • realistic, tailored initial teacher education, systematic induction, collaborative CPD • Teacher CPD: motivation, incentives, feedback, agency, ownership • Selecting, attracting, recruiting, retaining quality teachers • Quality teacher educators and school heads : policy support • Networks schools, universities, local communities: partnerships, cooperation and dialogue focused on pupil, individual, organizational learning (European Commission, 2012)
  8. 8. Education eco-system Macro level Meso level Micro level national institutions/ governments Schools/ Local institutions /organization s Teachers/educators/ heads/administrators control autonomy, trust Curriculum contents Curriculum design & delivery Organisation settings, times Assessment Expected outcomes Selection Qualifications (Schwille & Dembélé, 2007; Snoek & Žogla, 2009) Role of teacher
  9. 9. Activity system: the school School administrators/ authorities/staff Curriculum delivery/organisation, settings, assessment School community Roles of teachers, staff and other actors Exit profile Pupils as future citizens Curriculum contents, activities, tools, resources global dimension (Engeström, 1999, 2001)
  10. 10. Activity system contradictions: the school School administrators/ authorities/staff: Bildung VS Ausbildung mission Curriculum delivery/organisation, settings, assessment: flexibility/customisation VS prescription, tradition School community: Collaboration, interdependence VS independence/ autonomy culture Roles of teachers, staff and other actors: strategic, social VS formal, functional Exit profile: focus competences/ values VS knowledge content Pupils as future citizens: all-round individuals VS specialists Curriculum contents, activities, tools, resources : focus on learning processes VS products global dimension
  11. 11. Screenagers, latchkey kids… Short attention span Always ‘connected’; fragmented, multiple identities Informal, non-formal learning networks and contexts Wide diversity learning styles, needs, difficulties, interests and cultures ‘You cannot not learn’
  12. 12. interviews teacher education stakeholders (Caena, 2010) ..kindles sparks in pupils ..is a good advertising for learning ..makes teaching and learning ’sexy’ ..thinks action in context The teacher makes pupils partners in a discovery adventure, re-shaping knowledge…
  13. 13. Teacher learning in schools Vision Motivation Understanding Practice Reflection Community (Shulman & Shulman, 2004)
  14. 14. School: bridge over troubled water… • Teachers’ empowerment : collaboration, decision making; shared values & responsibilities; quality standards & monitoring; peer mentoring & support • Professional learning community (PLC): student/teacher learning focus; reflective professional inquiry; flexibility, individualization; knowledge creation and sharing • Key leadership and organizational factors: integrated top down/bottom up policy • System, systematic view of change: link structural, cultural, political dimensions school environment; careful, long-term planning and management (European Commission, 2011)
  15. 15. Where water meets the ice: challenges • School as organization of experts • Professional bureaucracy • Identification with subject • Tricky quality control: complex services • Central office seen as nuisance factor • Flatarchy • Autonomy-parity syndrome • Key contribution target group/personal relations • Slow reaction to outer world change • Strategic development processes seen as threats (Mintzberg, 1991; Grossmann, 1997)
  16. 16. The future: travelling along quadrants • Internal and external forces pushing policy makers : international benchmarking, scarce resources, pressure groups…? • Forces driving towards market oriented system: political ideology? Parent lobbies? Service providers? Employer groups? Mass media? (McBeath, 2012) closed individual open social V a l u e a x i s Supply axis expectations about schooling socio-technical aspect of schooling school geared to clients; teaching as delivery service equi-finality principle; widened role teachers
  17. 17. Future scenarios • Reschooling = learning hub (core social centres/focused learning organizations) • Deschooling = ubiquitous learning (learner networks/market model extension) (OECD, 2001; McBeath, 2012) The future is already here, just unevenly distributed. But first we have to know what we are looking for.
  18. 18. Between rock and whirlpool: bridging probable and desirable H1: systematic reform H2: ‘Cinderella’ zone H3: Ideal, desirable system
  19. 19. MEITT Intensive Programme - Vilnius, July 2010 - Caena Francesca school activity system policy making activity system (g)local community/ies activity system(s) Fractal views…
  20. 20. Maps and map makers The state of translation is the common condition of all thinking beings. (Jokinen & Veijola, 1997) …traveller, there is no path. We make the path by walking. (Machado, 1907) “No man is an island – he is a holon. A Janus-faced entity who, looking inward, sees himself as a self-contained unique whole, looking outward as a dependent part. (Koestler, 1967) Mountains are in constant motion. So are islands: for one cannot occupy, unambiguously, a bounded cultural world. (Edwards & Usher, 2008)

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