Innovative School Leadership

Chinese School Principals Explore the Fifth Discipline Fostering a Learning Community in a High School in Beijing

“…That is why Chan and Chan (2022) supported their viewings that education is not just for helping students pass the exam but, most importantly, for their whole-person growth. Richards and Wheatley (2022) further confirmed that principals surely need to work with teachers and parents in developing student 21st-century skills, such as critical thinking and creative ability in responding to their learning and life challenges in uncertain times. Therefore, education is not just for preparing students for the test but for whole-person cultivation through building a learning community within the Fifth Discipline in Education 4.0 (Miranda et al, 2021).…”

Education and innovation for the digital and green transitions: How higher education can support teachers and school leaders

“…Changing only the curriculum or the content of ITE programmeswhich includes linking it to the latest developments in scientific researchis unlikely to help teachers develop the skills needed teach competencies for innovation (Révai and Guerriero, 2017, p. 65 [47]). To ensure ITE prepares teachers for effective classroom teaching, it is important for ITE to also be structurally anchored in the professional practice of schools.…”

“…In addition to reforming the content and structure of ITE programmes, teacher educators need access to opportunities and incentives for engaging in professional development. This is important because teacher educators in many higher education systems overlap with the research community and have not all had practical experience teaching in school-level education (Révai and Guerriero, 2017 [47]; OECD, 2019 [18]). They can also differ significantly from one another in terms of their qualification level, area of specialisation, work experience, contractual arrangements and institutional settings and, therefore, their readiness to prepare prospective teachers for their future job (Deketelaere et al, 2018[246]).…”

“…The scientific literature also underlines the importance of strengthening teacher educators' motivation and competencies to engage with and conduct research (Révai and Guerriero, 2017 [47]; OECD, 2019 [18]; Lewis, 2017 [70]). However, integrating educational and disciplinary research into ITE practice is challenging, and requires responses at individual, faculty and organisational level.…”