Systemic Thinking in Education and a Situated Perspective on Teaching

Abstract

How can the complexity of the school crisis be faced? How can a static and closed model of knowledge be overcome in favour of openness, flexibility, plurality and change? How can we not offer simple solutions to a complex problem? In this article, we present some paths forward in the search of answers to these questions. The first proposal is for us to overcome the dualistic relationship between subject and environment, considering both as part of a single ecosystem, based on the symbiosis between respective elements. The second proposal is for us to take our gaze away from the ecosystem through an ecological approach, for us to perceive the immersion of the subject in the respective environment. Finally, we propose deepening the existing relationships in the ecosystem, to understand its interconnected structure. In conclusion, we tackle the concept of situated teaching, as a practical application of the presented reflections.

Teachers' Attributes and Self-Efficacy as Predictors of Classroom Management

“…In focusing on teaching as a profession, the teachers' personality is associated with their preferred learning style, the level of their job satisfaction, the burnout case, teaching quality, and teacher can improve performance and student achievement (Kim, Jörg & Klassen, 2019). Moreover, Pischetola and Miranda (2020) also stated that teachers' convictions, hones, and demeanors are vital for understanding and progressing educational forms. They are closely connected to teachers' methodologies for adapting to challenges in their day-by-day professional life and their common well-being, and they shape students' learning environment and impact understudy inspiration and accomplishment.…”

Education Reforms for Equity and Quality: An Analysis from an Educational Ecosystem Perspective with Reference to Finnish Educational Transformations

“…This message is also supported in recent leadership and management studies that emphasise commitment to joint aims for realising change. Researchers of systemic change have also presented the position, including Hargreaves et al (2009), and since then, by many others (e.g., Garira, 2020;Pischetola & de Miranda, 2020). Unfortunately, segmentation still exists in many sectors of education.…”