The tensions of innovation: experiences of teachers during a whole school pedagogical shift

Knight, Rupert

doi:10.1080/02671522.2019.1568527

Cited by 6 publications

(3 citation statements)

References 37 publications

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“…In contrast, at the upper secondary level, the answers focused on improving learning (23.7%) and responding to pressure from society and families (15.8%). Changes in education policy in Spain have been too frequent, and educational innovation policy has placed too much emphasis on the regulatory and political level without making sure that actions are adapted to particular needs and take all stakeholders into account (Monarca and Fernández, 2016;Gairín, Armengol, and Muñoz, 2010;Pascual 2019;Knight 2020).…”

Section: Resultsmentioning

confidence: 99%

“…Additionally, it must be meaningful in terms of their own knowledge, beliefs, experiences, and the extent to which they feel they control their actions, since teachers need to experience a certain autonomy and degree of negotiation within their school to make their own decisions (Ketelaar et al, 2012). The attitudes of the teachers involved in innovative actions must be taken into account (Afandi and Effendi 2019;Knight 2020), for instance, to design the training they will need throughout the implementation process, as it cannot be uniform (Bitan-Friedlander, Dreyfus, and Milgrom, 2004). This is not always easy, since changing teachers' performance requires extensive cultural reform to modify how they understand and perceive their own professional role (Kırkgöz, 2008).…”

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confidence: 99%

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¿Innovación bajo presión? Autoridades educativas, familias y profesionales e innovación educativa

Benabarre¹,

Bochaca²

2021

Revista Ehquidad

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INTRODUCTION. Educational innovation is experiencing in Catalonia (Spain) what has begun to be called a "third pedagogical spring" that is leading to a significant increase in schools that make changes at different levels. METHOD. In this context, taking as a reference classifications of types of educational innovation (innovations in the formative structure, pedagogical, process, teacher training and the educational chain), the article presents the analysis of questionnaire carried out on the whole of the population (N) of non-university educational centers of the Territorial Education Service of Lleida (Catalonia). The intention of the questionnaire, and of the research project, was to detect: the degree of innovation of the non-university educational centers as a whole (differentiating the different educational levels), the degree to which this innovation is sustainable over time, the reasons that lead to innovation and its degree of success. In summary, the RESULTS indicate that there really is an "innovative spring" (although some levels of education are higher than others) that can be generalized, as other studies indicate, to the whole of Catalonia. This spring focuses mainly on the implementation of pedagogical actions, formative structure and with the educational chain and is motivated by the interest of improving results, motivation, learning... of students. Although entering into DISCUSSION with other studies also responds to pressure from society and families for educational change.

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Section: Resultsmentioning

confidence: 99%

mentioning

confidence: 99%

¿Innovación bajo presión? Autoridades educativas, familias y profesionales e innovación educativa

Benabarre¹,

Bochaca²

2021

Revista Ehquidad

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“…All the parents were of the view, "Presently the environment is not conducive for the education reforms while teachers are in the favor of reforms". It has also been found in the developing world that a proper work environment is not provided to teachers for class preparation and student guidance (Knight, 2020;Lazareva & Zakharov, 2020;Li et al, 2020;Stunell, 2020). Resultantly, it affected the performance of students in schools (Muckenthaler et al, 2020).…”

Section: The Working Environment For Teachersmentioning

confidence: 99%

A Qualitative Inquiry into School Reforms in Balochistan (2013 to 2020): Parents’ and Teachers’ Perspectives

Kakar

Yousaf

Shoaib

2022

IRJEI

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This qualitative study aimed to highlight parents’ and teachers’ perspectives on school reforms during 2013-2020 in Balochistan. This study is informed by the epistemological cannons of interpretivists’ tradition. In this research, qualitative research design is used, and exploratory research method is employed. A sample size of 20 participants was interviewed through In-depth interview schedule that includes ten parents and teachers each working in public schools. Moreover, purposive sampling technique was employed to interview the Teachers and parents whose children are studying in public schools. Thus, the data were recorded, transcribed, and interpreted through thematic analysis. The study found that free text provision, teacher training, teachers capacity building, the medium of instruction, infrastructure provision, curriculum development, monitoring, and evaluation system still require great attention of the concerned authority to properly implement the reforms and promote literacy in the area. The study suggests that the education sector plan should be seriously implemented with the provision of required resources to observe the prosperous future of Balochistan public schools.

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Teaching creative writing in primary schools: a systematic review of the literature through the lens of reflexivity

et al. 2023

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Teaching writing is complex and research related to approaches that support students’ understanding and outcomes in written assessment is prolific. Written aspects including text structure, purpose, and language conventions appear to be explicit elements teachers know how to teach. However, more qualitative and nuanced elements of writing such as authorial voice and creativity have received less attention. We conducted a systematic literature review on creativity and creative aspects of writing in primary classrooms by exploring research between 2011 and 2020. The review yielded 172 articles with 25 satisfying established criteria. Using Archer’s critical realist theory of reflexivity we report on personal, structural, and cultural emergent properties that surround the practice of creative writing. Implications and recommendations for improved practice are shared for school leaders, teachers, preservice teachers, students, and policy makers.

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The tensions of innovation: experiences of teachers during a whole school pedagogical shift

Cited by 6 publications

References 37 publications

¿Innovación bajo presión? Autoridades educativas, familias y profesionales e innovación educativa

¿Innovación bajo presión? Autoridades educativas, familias y profesionales e innovación educativa

A Qualitative Inquiry into School Reforms in Balochistan (2013 to 2020): Parents’ and Teachers’ Perspectives

Teaching creative writing in primary schools: a systematic review of the literature through the lens of reflexivity

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