In pursuit of sustainable educational change - Introduction to the special section

Hubers, Mireille Desirée

doi:10.1016/j.tate.2020.103084

Cited by 9 publications

(5 citation statements)

References 19 publications

Supporting

Mentioning

Contrasting

Unclassified

Order By: Relevance

“…Indirectly teaching and learning will go as usual without the issue of teacher absence. This teaching approach can also be tailored to the facilities and basics that each student has (Hubers, 2020;Rezaul Islam et al, 2020). This ensures that students obtain input according to teaching and learning time in any way.…”

Section: Maintaining Instructional Timementioning

confidence: 99%

Challenges and Strategies Instructional Principals Towards Promoting Positive School Culture

Ismail,

Muhamad,

Abdul Aziz

et al. 2023

IJARPED

View full text Add to dashboard Cite

This concept paper discusses challenges and strategies in creating a positive school culture among instructional leaders. Instructional leadership by Hallinger Instructional Leadership Model (2000) outlines three dimensions of leadership namely Define the school's mission, Management of the instructional program and forming a school climate. The focus in this concept paper is on forming a school climate where a positive school climate is a challenge in today's education transformation. The design of this concept paper focuses on Hallinger's Leadership Model (2000) as well as the focus of keywords through this model in previous studies. There are three focus challenges that are stressed in this concept paper, namely Technology, Knowledge or Skills in developing professionalism and the third is integrity. At the end of the discussion of this concept paper, nine strategies are outlined to help face the challenges of today's education transformation.

show abstract

Section: Maintaining Instructional Timementioning

confidence: 99%

Challenges and Strategies Instructional Principals Towards Promoting Positive School Culture

Ismail,

Muhamad,

Abdul Aziz

et al. 2023

IJARPED

View full text Add to dashboard Cite

show abstract

“…For the development of environmental care competence in students, teacher training is required to include theoretical, pedagogical, and methodological strategies [38] to activate individual and collective environmental awareness, inside and outside the classroom [12,13,[39][40][41][42][43][44] and to face the challenges [45]. In this sense, complementary courses on sustainable development, the impact of technology on society, environmental care, professional ethics, participation and equality are essential [46].…”

Section: The Teacher As An Agent Of Changementioning

confidence: 99%

Environmental Competencies for Sustainability: A Training Experience with High School Teachers in a Rural Community

et al. 2022

View full text Add to dashboard Cite

Solid teacher training can be a transcendental tool in solving the most pressing environmental problems of our time. The purpose of this study was to reinforce the competencies of in-service teachers through a training process on environmental and sustainability issues. The research was carried out during the 2020–2021 cycle in Preparatory School No. 47 of the Autonomous University of Guerrero. We sought to broaden the teachers’ knowledge of environmental education for sustainability, the sustainable development goals and methodological strategies. The information was collected through an initial questionnaire, as well as the record of teachers’ activities during the course, which was structured in four topics: socio-environmental problems, environmental education for sustainability, sustainable development goals 2030, and methodological strategies. The training process influenced the teachers’ perception, achieving a more complex vision of the topics studied. The didactic and pedagogical strategies proposed facilitated the integration of transversal activities in their discipline. The work carried out demonstrated the importance of strengthening training processes that include methodological strategies such as transversality taking advantage of the physical characteristics of the rural community. Teachers develop environmental competencies for sustainability in their educational practice, to contribute to the integral formation of their students.

show abstract

“…COVID-19 ironically imposed bureaucratic shifts away from adhocracy towards a network governance. Therefore, to implement and sustain systemic changes, administration systems must offer relevant resources attuned to local needs and timely communication for effective decision-making and operationalization of goals and practices on a large scale (Hubers, 2020 ). During the pandemic, district leaders were required to tap into creativity and flexibility beyond the rigidity of administration to collect and disseminate accurate information, create timely resources, and share knowledge for schools and local communities.…”

Section: District Leaders: Utilize Bureaucracy As Resources For Local Needsmentioning

confidence: 99%

Owning educational change in Korean schools: three driving forces behind sustainable change

2021

View full text Add to dashboard Cite

In this essay, we discuss how the COVID-19 pandemic drove key changes in schooling and what forces can sustain these changes. Responding to the argument that COVID-19-driven changes may not be sustainable, this essay offers a counter narrative from the Korean context, in which educators re-visited existing school systems and re-constructed policies and teaching practices to fill the educational vacuum caused by the pandemic. This essay specifically builds on interviews conducted with Korean educators throughout the 2020 school year during COVID-19. First, we discuss ownership of educational change as reflected in educators’ narratives. We then explore three driving forces behind the transformation of the “grammar of Korean schooling”: policy discourse about “future education,” professional teaching culture, and administration for creativity. Based on our analysis, we offer several suggestions for policymakers, district leaders, and educators around the world for how to leverage and sustain the educational changes catalyzed by COVID-19. We conclude by arguing that educators’ desires to achieve change must be actualized in schools and policies through collaborative foresight and system-level support.

show abstract

In pursuit of sustainable educational change - Introduction to the special section

Cited by 9 publications

References 19 publications

Challenges and Strategies Instructional Principals Towards Promoting Positive School Culture

Challenges and Strategies Instructional Principals Towards Promoting Positive School Culture

Environmental Competencies for Sustainability: A Training Experience with High School Teachers in a Rural Community

Owning educational change in Korean schools: three driving forces behind sustainable change

Contact Info

Product

Resources

About