The universities of applied sciences in Finland aim to support students in achieving work life competences by integrating authentic research, development and innovation (RDI) practices into learning. However, pursuing an educational change from a traditional higher education culture to a networked model of working is challenging for teachers. This study examines 46 teacher-developers' motivational experiences, like sources of enthusiasm and interest, as well as challenges and organisational support needed in the process of educational innovation, namely integration of RDI and education. The results indicate that the organisational culture and structures must be in line with the new adaptive ways of working and the collaboration must be consciously created in the teachers' working environment in order to succeed in integration, as well as to succeed in the diffusion of innovation.
RESUMO:O presente artigo objetiva apresentar uma discussão teórica sobre o conceito de Comunidade de Aprendizagem Profissional (CAP), do inglês Professional Learning Community, e relacioná-lo à proposta de um modelo de gestão escolar focada no desenvolvimento profissional docente em consonância com as demandas do século XXI. Este artigo aborda também um estudo de caso, a partir de uma abordagem qualitativa, que buscou analisar a gestão escolar na manutenção de uma CAP em duas escolas na Finlândia 5 . Como conclusão, aponta-se para a necessidade de realização de pesquisa aplicada em escolas no Brasil para implantação e estudo dos resultados, partindo da hipótese de que uma CAP atende às demandas para um modelo de gestão escolar que pode empoderar a equipe de professores, promover o bem-estar destes, oportunizar aprendizagens ao longo da vida e consequentemente melhorar a qualidade de aprendizagem dos alunos. ABSTRACT: This paper aims to present a theoretical discussion about the concept of Professional Learning Community (PLC) and to relate it to the proposal of a school management model, focused on the teacher professional development aligned with the demands of the 21st Century. This paper also represents a case study which analyses the school management regarding the maintenance of a PLC in two schools in Finland. This initial study points to the need of carrying out an applied research in schools in Brazil so that implementation and its assessment can be done, beginning with a hypothesis that a PLC meets the demands for a school management model that can empower teachers, promote staff well-being, provide lifelong learning opportunities and consequently improve the quality of students' learning.
PALAVRAS-CHAVE:
ePortfolios and Open Badges support learners in taking responsibility for the learning process. When they choose ePortfolio tools by themselves, it supports a continuous learning perspective. Open Badges are used for the accreditation of competences that are demonstrated in ePortfolios. The concept of Open Badges is also used as a guiding and scaffolding tool in learning processes. Consequently, this is a case study in which ePortfolios and open badges were implemented in a professional learning and competence demonstration process with Vietnamese teachers in the EMVITET project. The project took three years, during which teachers learned to implement innovations in their pedagogy, technology and learning ecosystems in their teaching practices. Finally, the ePortfolios were assessed, and accreditations were given. The results of this case study show that teachers demonstrated their competences well in their ePortfolios. However, there are some areas of development in guiding and combining ePortfolios and Open Badges while supporting teachers’ careers and continuous learning.
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