01 SES 02 C, Leaders’ and Organisations’ Influence on CPD
Parallel Paper Session
The paper presents findings from a study I conducted about Cypriot primary teachers’ reflective practices in order to explore how organisational conditions in primary schools can underpin the implementation of the new curriculum recently introduced into the educational system of Cyprus. The study reveals the theories-in-use which can limit organisational learning and professional development. Although the findings refer to the Cypriot context implications for developing learning cultures in other educational contexts are discussed.
In 2000 the European Council set the strategic goal to make for the next decade the European Union the most competitive and dynamic knowledge-based economy in the world capable of sustainable economic growth with more and better jobs and greater social cohesion (European Council, 2000). Education and training were recognised as fundamental for achieving this goal. As an outcome frameworks for European cooperation in education and training were launched, one up to 2010 and another one up to 2020. The latter framework addressed strategic objectives for promoting lifelong learning, equity, social cohesion and active citizenship, creativity and innovation and the quality of education and training (European Council, 2009, Annex 1).
Since entering the European Union in 2004 Cyprus has been looking upon education as a means to equip citizens with knowledge, skills and attitudes necessary for living productively in the knowledge society of the 21st century. The objectives set by the European council (2009) underpinned the development of a new curriculum introduced in 2011-2012 aiming to promote democratic values, criticality, active citizenship, respect for fundamental rights and the environment, creativity, effective use of technology, team building and cooperation. Organizational conditions in Cypriot primary schools can be critical in how educationalists develop meaning of the philosophy of the new curriculum. If teachers feel free to discuss their interpretation and implementation of goals demanded by this curriculum then they can have more opportunities to become aware of theories-in-use that might hinder effective implementation. It is then that discrepancies between espousing new philosophies and actions can be identified and real change can take place.
The paper builds on reflective practice theory (Argyris and Shön, 1974; Brockbank and McGill, 1998; Osterman and Kottkamp, 2004) in order to show the role of the unconscious in change. It draws on Model 1 and 2 theories by Argyris and Shön (1974) in order to discuss how organizational learning can be limited or boosted. Finally it uses research literature to show the benefits on teachers’ understanding of the practicality of curriculum changes in workplace cultures promoting professional exchange on implementation (Brundet et al., 2010; James and McCormick, 2009; Park and Datnow, 2009;).
This paper addresses the following questions:
· What forms of professional exchange do the Cypriot teachers engage in?
· What kinds of changes in practice do they bring about?
· What factors prevented or prompted them to discuss their practice with colleagues?
· What organizational conditions must be promoted in Cypriot primary schools in order to boost professional discussions on change implementation?
References Argyris, C. and Schön, D.A. (1974). Theory in Practice: Increasing Professional Effectiveness. New York: Jossey-Bass. Aubusson, P., Steele, F., Dinham, S. and Brady, L. (2007) Action learning community formation: informative or transformative? Teacher Development, 11(2), pp.133-148. Bolam, R., McMahom, A., Stoll, L., Thomas, S., and Wallace, M. (2005). Creating and sustaining professional learning communities. Research report number 637. London: General Teaching Council for England, Department for Education and Skills. Brockbank, A. and McGill, I. (1998). Facilitating Reflective Learning in Higher Education. Buckingham: Society for Research into Higher Education and Open University Press. Brundett, M., Duncan, D., Rhodes, C. (2010). Leading curriculum innovation in primary schools project: an interim report on school leaders roles in curriculum development in England. Education 3-13, 38(4), pp. 403-419. Collinson, V. (2010) To learn or not to learn: A potential organizational learning gap among school systems? Leadership and Policy in Schools, 9 (2), p.190 — 219. European Council (2009) “Council Conclusions of 12 May 2009 on a strategic framework for European cooperation in education and training (‘ET 2020’) Official Journal of the European Union 2009/C 119/02 European Council (2000) Lisbon European Council 23 and 24 March 2000 Presidency Conclusion available online at : www.europarl.europa.eu/summits/lis1-en.htm Accessed 14January 2012 Hargreaves, A. (2002). Teaching and Betrayal . Teachers and Teaching: Theory and Practice, 8, (3/4), pp. 395-406. James, M. and McCormick, R. (2009) Teachers learning how to learn. Teaching and Teacher Education, 25(7), pp.973-982. Osterman, K.F. and Kottkamp, R.B. (2004). Reflective Practice for Educators:Professional Development to improve student learning (2nd ed.). Thousand Oaks, Ca: Corwin. Park, V. and Datnow, A. (2009) Co-constructing distributed leadership: district and school connections in data driven decision making. School leadership and Management, 29 (5), 477-474. Tschannen-Moran, M. (2001) Collaboration and the need for trust. Journal of Educational Administration, 39(4), pp.308-331.
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
The programme is updated regularly (each day in the morning)
- 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.