Back to the future of education: Four OECD scenarios for schooling

Burns, Tracey; Fuster, Marc

doi:10.1787/32b6cdcf-en

Cited by 3 publications

(1 citation statement)

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“…Snarare har frågor om organisation av aktiviteter och elevärenden adresserats (Norrström, 2021). Samtidigt som skolor har avsatt tid för lärares samverkan har planering av undervisning fortsatt att i huvudsak vara ett uppdrag för den individuelle läraren och något som utförs utanför skolan och utanför arbetstiden (Darling-Hammond & Rothman, 2011;Nordgren et al, 2019;OECD, 2020). Vidare beskriver många lärare sin arbetssituation som ansträngd och att det är svårt att få tiden att räcka till för planering och efterarbete av undervisningen.…”

Section: Tidigare Forskningunclassified

Föreställningar om kunskap och lärande i lärares planeringssamtal i matematik och historia

Randahl,

Liljekvist,

Jakobsson

et al. 2023

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This article reports a study of teachers’ lesson planning in a collegial setting. The school employed scheduled time every week for team planning in different school subjects. In this article, 44 planning sessions in Mathematics and History are analysed in two steps. First, the sessions were coded in Nvivo with a framework building on Tyler’s (1950) description of planning as a four-step activity. In a second step, beliefs about knowledge and knowers were analysed using the concepts of hierarchical and horizontal knowledge and knowerstructures (Maton, 2014). The results reveal that time spent on discussing specific activities in regard to planning differed considerably. For example, the planning team in History spent 36% on specifying objectives and knowledge whereas the planning team in Mathematics spent 5,5% on that theme. Further, different beliefs about knowledge and knowers in the two subjects appeared, where a hierarchical knowledge structure and a horizontal knower structure was identified in Mathematics and a horizontal knowledge structure and a hierarchical knower structure was identified in History. These divergences in coding orientation and focus in planning between school subjects indicate that lesson planning is a subject specific practice that needs to be organised for in teachers’ daily work.

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Section: Tidigare Forskningunclassified

Föreställningar om kunskap och lärande i lärares planeringssamtal i matematik och historia

Randahl,

Liljekvist,

Jakobsson

et al. 2023

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21. Yüzyıl Becerileri Bağlamında Fen Eğitiminin Bugünü ve Geleceği: Türkiye Perspektifinde Bir Analiz

AYDIN-CERAN

2021

İnsan Ve Toplum Bilimleri Araştırmaları Dergisi

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Primary school teachers’ professional development through the learning ecologies lens: new ways for keeping up to date in uncertain times

et al. 2021

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Learning is evolving, just as the world and society are. In this context, teachers are also experiencing new ways for updating their professional development. The metamorphosis of learning is currently being pushed by four main catalysts: the connectivity of networks, the empowerment of the students, the overcoming of space and time barriers, and the assumption of the existence of silent, unnoticed learning. But these uncertain times have added a new, recent catalyst for change in learning and education: the COVID-19 pandemic. In the framework of the ECO4LEARN research project, a study was designed and carried out to check to what extent the learning ecologies approach could provide information on how primary school teachers organise their learning and how they make decisions about it. A survey was sent to the entire population of primary school teachers in Catalonia, getting 1,253 answers. The calculated margin of error was ±3.14%. Data analysis was conducted along three steps: a) Descriptive statistics; b) Principal Component Analysis (PCA); and c) Multiple Regression. Results show that the learning ecologies approach proves to be useful for analysing the actual means teachers use for their professional development and updating. Although some teachers are more advanced, practices do not respond to what could be expected regarding the use of less formal training for teachers and its mediation through the use of technologies. Regarding the sample analysed, the digital dimension of teacher professional development practices is still in its inception. Some recommendations are provided.

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Back to the future of education: Four OECD scenarios for schooling

Cited by 3 publications

References 0 publications

Föreställningar om kunskap och lärande i lärares planeringssamtal i matematik och historia

Föreställningar om kunskap och lärande i lärares planeringssamtal i matematik och historia

21. Yüzyıl Becerileri Bağlamında Fen Eğitiminin Bugünü ve Geleceği: Türkiye Perspektifinde Bir Analiz

Primary school teachers’ professional development through the learning ecologies lens: new ways for keeping up to date in uncertain times

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