ENGLISH 7_Q4_LESSON 2_ Employing a Variety of Strategies for Effective Interp...
Pecha Kucha Francesca Caena - LL2013
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. • 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. 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. 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’
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. 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. 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. 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. 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
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…
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. 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. 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. 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. Between rock and whirlpool:
bridging probable and desirable
H1:
systematic
reform H2:
‘Cinderella’
zone
H3: Ideal,
desirable
system
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. 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)