Session Information
32 SES 08, Reflections and Narratives of School Development
Paper Session
Contribution
Flexible classroom building designs, digital technologies, e-learning, and the increasing importance of futures thinking in education, are combining powerfully to change both the way teachers work, and how they reflect on their work, all in the name of 21st-century learning. School leaders are equally and fundamentally challenged to develop strategic actions to manage and lead these changes. Peter Senge’s, seminal work, ‘The Fifth Discipline’, noted that inventions only become innovations when they can be widely replicated. One prerequisite for this to occur is for several components to come together. Senge argued that the inventive idea of a ‘learning organisation’ only becomes an innovation when five ‘disciplines’ cohere: Systems Thinking; Personal Mastery; Mental Models; Building Shared Vision; and Team Learning.
In this presentation, adapting Senge (1992), I argue that for the imaginary and practices promised by the ‘inventions’ of 21st-century learning to take hold will require several components to work together, one of which is for a school to be a learning organisation. Thus, there are prerequisites at both the organisational and classroom levels.
This presentation draws on an on-going study exploring the relationships between 21st-century learning, pedagogy, teacher reflective practice and strategic leader actions, in the context of flexible and technology-rich learning environments (Benade; Gardner; Teschers; & Gibbons, (2014); Benade, (2015a); (2015b); (2015c); (Forthcoming)).
Method
Expected Outcomes
References
Benade, L. (2015a). Teachers’ critical reflective practice in the context of twenty-first century learning. Open Review of Educational Research, 2(1), 42-54. DOI: 10.1080/23265507.2014.998159 Benade, L. (2015b). Teaching as inquiry: Well intentioned, but fundamentally flawed. New Zealand Journal of Educational Studies, (Early online). DOI 10.1007/s40841-015-0005-0 Benade, L. (2015c). The transformative educative prospects of flexible learning environments. New Zealand Journal of Teachers’ Work 12(1), 9–13. Retrieved from https://teachworkojs.aut.ac.nz/autojs/index.php/nzjtw/article/view/26/40 Benade, L. (Forthcoming). Being a teacher in the 21st Century: A critical New Zealand research study. Springer. Benade, L.; Gardner, M.; Teschers, C.; & Gibbons, A. (2014). 21st Century learning in New Zealand: Leadership insights and perspectives. New Zealand Journal of Educational Leadership, Policy and Practice, 29(2), 47–60. Bohman, J. (2005). Critical theory. Stanford Encyclopedia of Philosophy [PDF version]. Retrieved from http://plato.stanford.edu/archives/spr2013/entries/critical-theory Chadderton, C. & Torrance, H. (2011). Case study. In B. Somekh & C. Lewin (Eds.), Theory and methods in social research (2nd ed.) (pp. 53–60). Los Angeles, CA: SAGE. Roberge, J. (2011). What is critical hermeneutics? Thesis Eleven. 106(1), 5–22 doi: 10.1177/0725513611411682 Senge, P. (1992). The fifth discipline: The art and practice of the learning organization. Sydney, Australia: Random House. Steinberg, S. & Kincheloe, J. (2012). Employing the bricolage as critical research in science education. In B.J. Fraser, K. Tobin & C.J. McRobbie (Eds.). Second international handbook of science education [Springer international handbooks of education] (pp. 1485-1500). Dordrecht, The Netherlands: Springer. Retrieved from http://link.springer.com.ezproxy.aut.ac.nz/book/10.1007/978-1-4020-9041-7/page/1
Search the ECER Programme
- Search for keywords and phrases in "Text Search"
- Restrict in which part of the abstracts to search in "Where to search"
- Search for authors and in the respective field.
- For planning your conference attendance you may want to use the conference app, which will be issued some weeks before the conference
- If you are a session chair, best look up your chairing duties in the conference system (Conftool) or the app.