Teacher development through language-related innovation in a decentralised educational system

Moate, Josephine; Lempel, Liisa; Palojärvi, Anu; Kangasvieri, Tea

doi:10.1080/19415257.2021.1902838

Cited by 9 publications

(2 citation statements)

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“…Educational decentralisation also leads to innovative and creative approaches as learning is not tied to the predetermined curriculum but one in which learners, guided by their teachers, are allowed to explore ideas. Although previous studies such as Moate et al have found a positive relationship between a decentralised education system and innovation, the current study's findings are unique in the sense that they go deeper to show how England is using arts, music, and culture to promote innovation [28]. Moreover, like Busemeyer, this study corroborates the assertion that decentralised education systems improve efficiency because of the increased competition among localities [29].…”

Section: Advantages and Disadvantages Of Centralised And Decentralise...supporting

confidence: 82%

Centralised and Decentralised Education: With the British Local Educational Authorities as the Representative of the Unfolding Discussion

2023

LNEP

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In todays globalised and knowledge-based society, countries across the world are increasingly adopting different models to structure and organise their education systems. More subtly, countries are transitioning from centralised education systems to decentralised ones to create more local stakeholder influence on schools. England, which is known for self-managing schools, is a case in point. Striking an appropriate balance between centralisation and decentralisation remains a challenge, however. In this regard, this study sought to explore the innovative approaches of educational decentralisation in British local educational authorities and the challenges facing them, as well as the strategies adopted by British local educational authorities to overcome these challenges so as to provide reference to other countries. Desk-based research was used for data collection. The findings suggest that although a centralised education system is praised for reducing inequalities and standardisation, it often fails to reflect the specific needs of learners because the system is not school-led. On the other hand, a decentralised educational system is preferred in England for many reasons, including better information and targeting, greater voice and participation, innovative and creative approaches, and improved efficiency and strengthened accountability relationships. Despite this, however, it may encourage social inequalities, in addition to being captive of some elite groups or special interest groups. England adopts devolution as its approach to educational decentralisation. In addition to this general approach, school-based management is particularly used to empower local educators, students, and parents. However, the countrys education system is littered with educational inequalities. The system can also be captive of elite groups.

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Section: Advantages and Disadvantages Of Centralised And Decentralise...supporting

confidence: 82%

Centralised and Decentralised Education: With the British Local Educational Authorities as the Representative of the Unfolding Discussion

2023

LNEP

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“…Nesse cenário, a formação de professores deve ser reconhecida como necessária e adicionalmente, como um processo complexo que envolve o desenvolvimento da compreensão e prática pedagógica e a capacidade de refletir e aprender por meio da experiência e da ação. Como profissionais da "linha de frente", os professores desempenham um papel importante na implementação de políticas, currículos e inovações (MOATE et al, 2021) O reconhecimento do protagonismo discente, fundamentado pela proposta da cultura maker, como elemento de inovação, evidencia uma outra abordagem epistemológica dos processos de ensino e nos movimentos da formação docente que será discutida a seguir.…”

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Reflexões Sobre a Formação Docente E as Possibilidades De Ensinagem Para a Cultura Maker

Barbieri

Silva

Baccin

2022

Edutec

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O distanciamento social, medida de combate à Pandemia causada pela COVID-19, intensificou o uso de meios digitais em diversas áreas de trabalho. Nos sistemas de ensino foi necessário adequar as estratégias e metodologias à nova realidade de professores, estudantes e práticas pedagógicas. Essas adaptações ampliaram as possibilidades de práticas pedagógicas, exigindo que novas competências sejam consideradas na formação dos professores que atuam nestes contextos e a partir destes contextos. O objetivo do presente artigo é problematizar a influência da base epistemológica na reconfiguração dos saberes e das práticas pedagógicas e os modos como ela pode afetar a reestruturação da formação docente. Essa discussão foi implementada em três momentos: (1) pela análise de aspectos metodológicos e dos usos dos recursos tecnológicos necessários a reformulação da mediação pedagógica nos contextos de Pandemia; (2) pela tematização dos processos de constituição do protagonismo discente, como consequência da descentralização do papel do professor advindo destas modalidades de ensino; (3) e pela apresentação do paradigma da cultura maker, como um movimento epistemológico diferenciado dos processos tradicionais de ensino, e suas repercussões na reconfiguração da formação e da mediação docente. Como resultado deste estudo destaca-se que o redesenho das questões metodológicas deve apoiar-se em outra perspectiva epistemológica orientada pela cultura maker, a partir da proposição do protagonismo discente como elemento de inovação pedagógica orientador da reconfiguração da formação docente.

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Doubt, Skepticism, and Controversy in Professional Development Scholarship: Advancing a Critical Research Agenda

Evans

2022

The Palgrave Handbook of Teacher Education Research

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Teacher development through language-related innovation in a decentralised educational system

Cited by 9 publications

References 29 publications

Centralised and Decentralised Education: With the British Local Educational Authorities as the Representative of the Unfolding Discussion

Centralised and Decentralised Education: With the British Local Educational Authorities as the Representative of the Unfolding Discussion

Reflexões Sobre a Formação Docente E as Possibilidades De Ensinagem Para a Cultura Maker

Doubt, Skepticism, and Controversy in Professional Development Scholarship: Advancing a Critical Research Agenda

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