What's Worth Aiming for in Educational Innovation and Change?
BeschreibungResults from international achievement test scores, such as PISA, ROSE, TIMSS, indicate national deficits in literacy and numeracy among OECD countries. In addition research findings indicate the inadequacy of inherited transmission models of teaching in generating critical thinking among pupils in lower secondary education. This book presents case studies from six European countries - Austria, Denmark, Czech Republic, Germany, Ireland and Spain - based on capacity building with teachers to develop educational innovation and change in the science and mathematics classroom and school. The teacher educators developed a theoretical framing that was responsive to both culture and context. Educational innovation and change was positioned as a pedagogical and political text, a deliberative discursive inquiry that crossed borders between teachers, teacher educators and others, including policymakers. Findings show that while it is clearly necessary for teachers to form collaborative networks this is not sufficient to generate the level of creative and critical inquiry required for educational innovation and change in the classroom. New roles are required for all education actors to bring teachers, at all stages of their professional lifespan, beyond their classrooms and schools, into sustainable public spaces, incubation spaces, in a deliberative discourse with teacher educators and others, including policymakers. The study has implications for the way the education policy process is currently enacted and the roles played by various actors, including teachers, teacher educators, school administrators and policymakers alike.
InhaltsverzeichnisContents What's Worth Aiming for in Educational Innovation and Change? Foreword Maire Geoghegan-Quinn, EU Commissioner for Research and Innovation Acknowledgements Part I: Educational Innovation, Change and Teacher Education Chapter 1: Democratic mentoring as a deliberative discourse for educational innovation and teacher continuing education Geraldine Mooney Simmie Chapter 2: What does it mean to be innovative in teacher continuing education and mentoring? Manfred Lang Part II: National Country Reports A) Developmental case studies Chapter 3: Ireland: reflective and collaborative mentoring as a deliberative discourse with teachers, teacher educators and others Geraldine Mooney Simmie and Sancha Power Chapter 4: Denmark: empowering innovation through experienced teacher - student teacher democratic collaboration Lotte Skinnebach and Birgitte Stougaard Chapter 5: Germany I: Subject-related dialogic and democratic mentoring in biology teaching and teacher education Doris Elster Chapter 6: Austria: video analysis for educational innovation, mentoring and inclusion Helga Stadler and Susanne Neumann Chapter 7: Spain: mentoring for innovative science education - teaching for achieving scientifi c competence with student teachers and mentor teachers Digna Couso and Roser Pinto Chapter 8: Czech Republic: constructivist approaches to innovation in one school-university partnership Eva Volna, Hashim Habiballa, and Rostislav Fojtik B) Analytical case study Chapter 9: Germany II: case study design and results about innovation, gender and mentoring Manfred Lang and Gunnar Friege Part III: Cross-Case Analysis, Findings and Implications Chapter 10: Educational innovation and change as deliberative discourse across borders of educational systems in Europe: a cross-national analysis of GIMMS findings Geraldine Mooney Simmie and Manfred Lang Bibliography List of Authors The Editors Index
PortraitDr. Geraldine Mooney Simmie lectures in education at the University of Limerick, Ireland. She is Co-Director of a structured PhD programme in education and Director of a Master's in Education (Mentoring) programme. In her role as Academic Coordinator she is involved in building capacity between schools and university to better integrate theory and research findings with professional practice. Her research interest lies in the area of education policy analysis with a particular interest in comparative education policy and policy as it relates to teacher continuing education and mentoring, especially within science and mathematics education. She has published a number of journal articles and book chapters, and contributed to The Sage Handbook of Mentoring and Coaching in Education, 2012. Her doctoral study is a comparative study of upper secondary science and mathematics education in the Republic of Ireland and the Kingdom of Norway. Geraldine coordinated this EU GIMMS project which was managed by the University of Limerick between 2006 and 2009. Dr. Manfred Lang, now retired, was senior researcher of the Leibniz Institute for Science Education (IPN) at the University of Kiel, Germany from 1971 until 2008. He studied psychology at the universities in Kiel and Hamburg in Germany and Yale in the USA. He coordinated and conducted research in international, European and German studies such as the IEA study "Computers in Education", the OECD study "Science, Mathematics and Technology Education" the European projects FAST-TECNET (Technology, Education and Culture Network), STEDE (Science Teacher Education development in Europe), SOL (Selbstorganisiertes Lernen in der Kernregion Schleswig-Holstein), CROSSNET (Crossing Boundaries in Science Teacher Education) and GIMMS (Gender, Innovation and Mentoring in Mathematics and Science). From each of these projects many presentations and symposia in conferences were offered and articles and books published. He co-edited Crossing Boundaries in Science Teacher Education (2012) published by Munster: Waxmann.
Untertitel: Democratic mentoring as a deliberative border crossing discourse for teacher education in Austria, Czech Republic, Denmark, Germany, Ireland and Spain. Sprache: Englisch.
Verlag: Waxmann Verlag GmbH
Erscheinungsdatum: Oktober 2012
Seitenanzahl: 174 Seiten