01 SES 02 A, The Professional Learning and Development of Leaders: International perspectives on learning to lead - Part 2
Symposium continued from 01 SES 01 A
This study evaluates an original arts-based pedagogy professional development program for teachers entitled "Lovecircles". The program was developed in Israel as a response to ongoing challenges of teachers working with children at risk. The "Lovecircles" program is grounded on holistic-humanistic (Maslow, 1987) and expressive-art therapy theories (Moon, 2007) aiming to achieve teachers’ personal- emotional and professional evolvement for affective and effective inclusive teaching (Oplatka, 2017). This approach is based on the premise anchored within expressive-art therapy field that the arts is natural and primal tool through which people can express their individuality (Marcuse, 1978). In this light, Malchiodi (2013) refers to the integrative, healing power of the Arts in the 21st century, especially in a world that is overwhelmed by hi-tech and therefore it is urgent to empower the self as the main leader (Goleman, 1995). Findings from neuroscience and in education research (Bruner, 1986; Damasio, 2004) propose that education systems should be promoting creative activities. This approach sustained by Maslow’s theory (1987) of self-realization leading the individual to exert his own motivation for development of leadership. In the second half of the 20th century, the shift towards a child-centred pedagogical paved the way for embedding art and creativity within educational pedagogy (Salant, 2008-2012). Nevertheless, the Arts are not seen as a priority in initial teacher education. However, there is a need for creative, flexible, problem-solvers, negotiators, and adaptable within fast-changing systems (Peter & Walter, 2010; Rosenblum, 2015). The present research objective was to explore the possible impact of the Arts-based pedagogy 'Lovecircles' education program on the participants' work with children at risk .The main research question was; what might characterize the personal and professional development of participants in the Arts-based pedagogy program? This is an evaluative phenomenological study focusing on the experiences and perceptions of the participants from their own perspectives. The research tools are in-depth interviews, reflective diaries, videos, and still photographical observations. The case studies are analyzed individually and in comparison to one other. The research population comprised novice and expert educators with or without art background who participated in the program. The findings indicate that the Arts- based pedagogy approach generated the participants' personal and professional development. The approach and findings of the research will follow a discussion concerning the international interest and potential ways of implementation Arts- based pedagogy within teachers’ education for the development educators’ and students leadership achieving the goals of inclusive teaching.
Bruner, J. S., 1996. The Culture of Education. Cambridge, Mass.: Harvard University Press. 224 + xvi pages. Damasio, A. R., 2004. Looking for Spinoza: Joy, Sorrow, and the Feeling Brain. 2nd edition. New York: Random House. Goleman, D., 1995. Emotional Intelligence: Why It Can Matter More than IQ. NY: Bantam Books / London: Bloomsbury Publishing. Harper, D., 2002. Talking about pictures: a case for photo elicitation. Visual Studies, 17 (1), pp. 13-26. Maslow, A.H. (1987). Motivation and personality (3rd edn). New York: Harper. (Original work published 1954) Marcuse, H., 1978. The Aesthetic Dimension: Toward a Critique of Marxist Aesthetics. Boston: Beacon Press Oplatka,I., (2017).Emphaty regulation among Israeli school principals:Expression of magor emotions in educational leadership ,Journal of school of leadership .Volume 27-January 2017 .p.94 -118. Peter, M., & Walter, O., 2010. Developing movement as inclusive pedagogy. Article first published online, in Support for Learning, 1 Feb. 2010, 25 (1), pp. 38–46, doi: 10.1111/j.1467-9604.2009.01438.x. Rosenblum, H. (2015). 'LOVECIRCLES' critical study of an emotion-based professional development program for educators of children with special educational needs and disabilities (doctoral dissertation). Anglia Ruskin University Salant, A., 2008-12. Fostering creativity in schools, Essential Reseach Findings 2008-2012, MOFET Institute, Israel. [Hebrew]
00. Central Events (Keynotes, EERA-Panel, EERJ Round Table, Invited Sessions)
Network 1. Continuing Professional Development: Learning for Individuals, Leaders, and Organisations
Network 2. Vocational Education and Training (VETNET)
Network 3. Curriculum Innovation
Network 4. Inclusive Education
Network 5. Children and Youth at Risk and Urban Education
Network 6. Open Learning: Media, Environments and Cultures
Network 7. Social Justice and Intercultural Education
Network 8. Research on Health Education
Network 9. Assessment, Evaluation, Testing and Measurement
Network 10. Teacher Education Research
Network 11. Educational Effectiveness and Quality Assurance
Network 12. LISnet - Library and Information Science Network
Network 13. Philosophy of Education
Network 14. Communities, Families and Schooling in Educational Research
Network 15. Research Partnerships in Education
Network 16. ICT in Education and Training
Network 17. Histories of Education
Network 18. Research in Sport Pedagogy
Network 19. Ethnography
Network 20. Research in Innovative Intercultural Learning Environments
Network 22. Research in Higher Education
Network 23. Policy Studies and Politics of Education
Network 24. Mathematics Education Research
Network 25. Research on Children's Rights in Education
Network 26. Educational Leadership
Network 27. Didactics – Learning and Teaching
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