Challenging common sense: Cases of school reform for learning community under an international cooperation project in Bac Giang Province, Vietnam

The inclusion of inclusive education in international development: Lessons from Papua New Guinea

“…For instance, attempts to promote child-centred teaching and learning have foundered in sub-Saharan African countries due to nonreceptive teaching and learning circumstances and stakeholder resistance (see, for instance, Vavrus, 2009;Altinyelken, 2010;Mtika and Gates, 2010). Similar problems have been observed in Kyrgyzstan (de la Sablonniè re et al, 2009), Vietnam (Saito and Tsukui, 2008), and China (Carney, 2008).…”

“…It has been the subject of extensive and energetic academic discussion, a process which has spawned a vast and growing literature on the subject. And it has become a justification, even the justification, for donor-supported attempts to reform education systems in countries as diverse as Uganda (Altinyelken, 2010), Kyrgyzstan (de la Sablonniè re et al, 2009), and Vietnam (Saito and Tsukui, 2008). This paper discusses the recent attempts by the Government of Papua New Guinea (henceforward called PNG) to introduce an inclusive curriculum ''designed to meet the needs of all students irrespective of their abilities, gender, geographic locations, cultural and language backgrounds, or their socioeconomic backgrounds'' (NDOE [National Department of Education], 2002, p. 25).…”

Teacher Professional Learning Community’s Creation and Development Factors

“…Prie išorinių veiksnių priskiriami švietimo politikos veiksniai -švietimo dokumentuose nurodyti prioritetai, kadangi jie tampa orientyrais nuolatiniam mokytojų mokymuisi ir tobulėjimui, laiduojančiam nuolatinius pokyčius mokyklose bei mokinių mokymosi rezultatų gerinimą (Boyd, Hord, 1994;Bush, 2015); švietimo dokumentuose apibrėžta mokinių ugdymo paradigmų kaita, skatinanti mokytoją orientuotis į mokinį ir jo mokymosi rezultatus (Saito, Tsukui, 2008;Beddoes, Prusak ir Hall, 2014). Kaip išorinį veiksnį V. Boyd S. M. Hord (1994) nurodo mokyklų partnerystę su universitetais, kartu kuriant naujus ugdymo modelius ir būdus.…”

“…Vieni veiksniai siejami su mokiniu ir jo mokymusi. Kaip profesinis veiksnys išskiriamas mokytojų vadovavimasis į mokinį orientuota ugdymo paradigma siekiant priimti sprendimus, kurie mokiniui yra geriausi (Saito ir Tsukui, 2008). Mokytojų nuostata, kad visos pastangos turi būti orientuotos į mokinių mokymosi rezultatus, taip pat vertinama kaip MPBB kūrimąsi ir plėtrą skatinantis veiksnys (Johnson, 2011).…”

Stroll into students’ learning: Acts to unload teachers’ values through the practices of lesson study for learning community in Vietnam

“…Saito et al (2016) introduced the case of the deconstruction of bureaucratic teachers’ values and behaviours through discussions on lesson study where teachers tried to place perspectives of social justice and care-based learning at the centre of reflective discussion. They did this by disclosing lessons to all the participants of school, reflecting on the lessons the teachers had come to observe, listening to students and revoicing students’ difficulties and achievements (Saito, Khong, & Tsukui, 2011; Saito & Tsukui, 2008). Using videos that were easily available on smart phones enabled teachers in school to immediately reflect on their practice in classrooms and on whether their lessons realized the alternative underlying values the way they wanted (Saito & Khong, under review).…”