Session Information
15 SES 04, Theoretical Underpinnings of an Education and Skills Model for Participation and Cooperation in the Youth Field; Empowering Europe's Young Innovators
Symposium
Contribution
The aim of this paper is to theorise the principle of our Education and Skills Model for Participation and Cooperation in the Youth Field: 'Trust in the search for truth'. I theorise how the relationships of trust that underpin the process of young people contributing to the development of their self efficacy are built. I consider how young people become innovators in their own learning by identifying their intended learning outcomes mapped to the curriculum, working with their teachers to assess their current knowledge regarding particular learning outcomes, collaborating in the development of lesson plans and learning experiences, and engaging with self assessment and peer assessment together. To deliver on the aims I address the following questions to theorise the model drawing on Möllering (2001). First, how can trust be theorised? Second, how can I theorise why trust is important in the search for truth? Third, how can relationships of trust between teacher and student be theorised? Finally, how can the relationship between trust and self efficacy be theorised?
References
Barnett, R. (2000) Higher Education a Critical Business. Buckingham: SRHE. Darling-Hammond, L., and Rothman, R. (2013) Teacher and Leader Effectiveness in high performing education systems. Stanford: SCOPE. Day, C. (2011) The new lives of teachers: Research that influences, ORBIS SCHOLAE,"5(2),7–29. Kozleski, E; Gibson, D., & Hynds, A. (2012). Changing complex educational systems- a framework for collaborative social justice leadership, In: C, Gerstl-Pepin & J, A, Aiken (eds.) Social justice leadership for a global world. (pp. 263- 286). New York: Information Age Publication. MacBeath, J., Frost, D., and Pedder, D. (2007) The influence and participation of children and young people in their learning (IPiL) project. Cambridge: University of Cambridge. Möllering, G. (2001) 'The Nature of Trust. From Georg Simmel to a Theory of Expectations, Interpretation and Suspense'. Sociology 35, (2) pp. 403-420. Nicholls, A. (1983) Managing Educational Innovation. London: Allen and Unwin. Sapon-Shevin, M. (2010). Because we can change the world: A practical guide to building cooperative, inclusive classroom communities. Thousand Oaks, CA: Corwin. Stenhouse, L. (1983) The relevance of practice to theory in Curriculum Change: Promise and Practice 22 (3) pp. 211- 215.
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