Search results for "Educational change"
showing 10 items of 14 documents
Tradición y modernidad en las políticas educativas en España: una revisión de las últimas décadas
2008
In the present paper, we will present an approximate outlook of a few of the more relevant issues that determine, at the same time that reflect, the Spanish educative policies deployed from 1980 up to now. This scan of the last 25 years will allow us to see (even in a superficial and inevitably partial fashion) the tension and dialectic between tradition (noted for the persistence of outdated forms of conceiving and delivering education) and modernity (bearer of innovative trends, although not exempt from ambivalence and contradictions in its own development). We will pay close attention to those axes that can work as a starting point for our reflection, namely: educative policies, organiza…
Technology-Supported Educational Innovations in Finland and Hong Kong: A Tale of Two Systems
2005
The paper presents a comparison of case studies about innovative ICT-supported pedagogical practices in two educational systems, namely Finland and Hong Kong. The two systems were selected for this in-depth comparison for three main reasons. First, Finland and Hong Kong performed well in several international comparative studies of educational achievement. Second, the case studies collected via the SITES Module 2 indicated rather different profiles between Finnish and Hong Kong schools in terms of ICT infrastructure and pedagogical practices. Third, further analysis of the case studies data indicated differences in emergent pedagogical characteristics between the cases collected in Asia and…
Teacher Agency and Futures Thinking
2022
Problems encountered in top-down school reforms have repeatedly highlighted the significance of teachers’ agency in educational change. At the same time, temporality has been identified as a key element in teachers’ agency, with teachers’ beliefs about the future and experiences of the past shaping their agentic orientations. However, research on teachers’ future orientations is typically limited to short-term trajectories, as opposed to long-term visions of education. To address this, we draw on a futures studies perspective to give more explicit attention to teachers’ long-term visions of their work. We argue that the method of future narratives, already well…
Material Change : The Case of Co-located Schools
2022
AbstractIn this chapter, our context is a co-located Swedish and Finnish medium high school campus. From a posthumanist viewpoint, we study the roles and functions of language(s) in the semiotic assemblages of learning environments and ask how language(s) feature as an integral and material part of the change in the spatial repertoire of learning environments. We investigate how the principle of separation of schools by medium of instruction, typical for Finnish education, becomes undermined through a new multilingual soundscape in the co-located schools, where the school community hears and uses many languages every day. In doing this, the co-located schools not only challenge Finnish lang…
Professional agency in the stream of change: Understanding educational change and teachers' professional identities
2015
The qualitative meta-study reported here investigated Finnish vocational teachers' professional agency amid an educational reform. Differences were found in teachers' agency regarding their work, their involvement with the reform, and their professional identity. The manifestations of agency could remain stable or could change over time, and agency drew on various resources (e.g. teacher identity and the organizational management culture). The theoretical conclusions encompass professional agency as multidimensional, largely individually varied, temporally imbued, and both socially and individually resourced. Based on the findings, an agency-centered approach is proposed as a means of under…
New public management and the reform of education: European lessons for policy and practice
2017
En los últimos años, las reformas de Nueva Gestión Pública (NGP) se han intensificado en todo el mundo, convirtiéndose en una pieza central en la agenda educativa global. En consecuencia, muchos países europeos han emprendido procesos de modernización inspirados por la NGP (que en ocasiones, se combina con políticas pro-privatización), que están transformando los modos de gobierno y el ethos del sector público (Gunter, Grimaldi, Hall y Serpieri, 2016).
Dealing with the unexpected : organizational sensemaking within the scope of collaborative leadership
2016
Finland is now witnessing a nationwide curriculum reform, which highly demands the understanding towards organizational sensemaking in such dynamic context. This study aims at guiding the group members to better interpret the ongoing process of organizational sensemaking in an educational change climate. Web-based survey was designed to investigate how subjects process the new information, interact with one another and share the common understanding in the curriculum change process. 12 participants were invited to present their comments towards the work done by the leading group so far. Collaborative leadership in this case study does positively support the flow of organizational sensemakin…
Item transformation for computer asisted language testing: The adaptation of the Spanish University entrance examination
2010
Since the Spanish Educational system is changing and promoting the use of online tests, it was necessary to study the transformation of test items in the 'Spanish University Entrance Examination' (IB P.A.U.) to diminish the effect of test delivery changes (through its computerization) in order to affect the least the current model. The purpose of this study was to describe and suggest the properties of a new test item taxonomy for the Spanish University Entrance Examination. After a convenient study and piloting by using previous research in computer-based language testing, the researchers created a taxonomy of test items for the I.B. PAU Keywords: Language test; item design; computers; edu…
Dynamic capabilities in times of educational change : the viewpoint of school leadership
2018
Nowadays educational organizations experience rapid changes, due to globalization, technological advancement, changing knowledge and competencies, and increasing social, political and cultural complexity. Consequently, these issues pose capability challenges to their leadership. In the rapidly changing educational circumstances, educational leadership needs to develop dynamic capabilities by integrating and reconfiguring their internal and external resources and competencies. However, few research have been carried out to comprehend the development of dynamic capabilities in educational organizations. Therefore, the aim of this study was to explore how educational organizations develop dyna…