pecha kucha francesca caena - ll2013
TRANSCRIPT
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
• 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)
SchoolingFunctional vs
transformative view
Professional preparation
Formal learningIndividual
developmentSocial 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)
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’
Troubled waters
(Giddens, 1990, 1999)
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)
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)
Education eco-system
Macro level
Meso level
Micro level
national institutions/governmentsSchools/Local institutions /organizationsTeachers/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
Activity system: the school
School administrators/authorities/staff
Curriculum delivery/organisation, settings, assessment
School communityRoles of teachers, staff and other actors
Exit profile
Pupils as future citizens
Curriculum contents, activities, tools, resources
global dimension
(Engeström, 1999, 2001)
Activity system contradictions: the school
School administrators/authorities/staff:Bildung VS Ausbildung mission
Curriculum delivery/organisation, settings, assessment: flexibility/customisationVS prescription, tradition
School community:Collaboration, interdependenceVS 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 VSspecialists
Curriculum contents, activities, tools, resources : focus on learning processes VS products
global dimension
Screenagers, latchkey kids…
Short attention spanAlways ‘connected’; fragmented,
multiple identitiesInformal, non-formal learning
networks and contextsWide diversity learning styles, needs,
difficulties, interests and cultures
‘You cannot not learn’
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…
Teacher learning in schools
VisionMotivation UnderstandingPracticeReflectionCommunity (Shulman & Shulman, 2004)
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)
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)
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
Value
axis
Supply axis
expectations about schooling
socio-technical aspect of schooling
school geared to clients;
teaching as delivery service
equi-finality principle; widened role teachers
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.
Between rock and whirlpool: bridging probable and desirable
H1: systematic
reform H2: ‘Cinderella’
zone
H3: Ideal, desirable
system
MEITT Intensive Programme - Vilnius, July 2010 - Caena Francesca
school activity system
policy making activity system
(g)local community/ies activity system(s)
Fractal views…
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)