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THE TEACHER AS LEARNER

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World politics. AREAS FOR CHANGE. Structure. Technology. Physical setting. People. BARRIERS TO CHANGE ... We operate in a world where chaos and order exist ... – PowerPoint PPT presentation

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Title: THE TEACHER AS LEARNER


1
THE TEACHER AS LEARNER
  • THEORY AND PRACTICE

2
TEACHING FOR SUCCESSNecessary Tools
  • COMPETENCE
  • CONFIDENCE
  • EFFECTIVENESS

3
THEORETICAL PERSPECTIVES
  • CHANGE AND INNOVATION
  • SITE-BASED MANAGEMENT
  • NEW SCIENTIFIC MANAGEMENT (CHAOS THEORY)
  • STAFF DEVELOPMENT
  • ADULT EDUCATION
  • TEAMWORK
  • LEARNING ORGANIZATION
  • PROGRAMME PLANNING

4
CHANGE AND INNOVATION
  • Inevitable The only thing that is constant and
    certain (Argyris and Schon, 1978)
  • A process which occurs over a period of time
    and could be visualized as political and
    transformative because it involves learning
    (Levine, 1996)

5
TYPES OF CHANGE
  • By exception (to an existing belief system)
  • Incremental (In stages over a period of time)
  • Pendulum (So pronounced and different that they
    result in extremities)
  • Paradigms (Fundamental rethinking of premises,
    assumptions, beliefs and values)
  • Planned (Timely, goal-oriented, intentional,
    proactive, purposeful)
  • Unplanned (Quick reaction to demand from
    internal/ external forces)

6
TYPES OF CHANGE
  • First-Order (Linear and continuous, superficial,
    one-dimensional)
  • Second-Order (Multidimensional, multilevel,
    discontinuous, radical, aimed at reforming
    assumptions and perceptions. Generally organized
    and disseminated through strategically selected
    change agents)

7
FORCES OF CHANGE
  • Nature of the workforce
  • Technology
  • Economic shocks
  • Competition
  • Social trends
  • World politics

8
AREAS FOR CHANGE
  • Structure
  • Technology
  • Physical setting
  • People

9
BARRIERS TO CHANGE
  • ORGANIZATIONAL and INDIVIDUAL
  • May present themselves before, during or after
    implementation.

10
ORGANIZATIONAL BARRIERS
  • Structural inertia
  • Culture
  • Expertise
  • Climate
  • Status Quo

11
INDIVIDUAL BARRIERS
  • Personality
  • Needs
  • Perception of the situation (What will change
    results of change)
  • Habit
  • Fear of the unknown
  • Security

12
THE EDUCATION SYSTEM
  • ORGANIZATIONAL DISABILITIES (Kist-Kline, 2001)
  • I am my position
  • The enemy is out there
  • The elusion of taking charge
  • Fixation on events
  • Parable of the boiled frog
  • The myth of the administrative team
  • The delusion of learning from experience

13
MANAGEMENT OF CHANGE
  • EMPIRICAL-RATIONAL Based on research, knowledge
    production and utilization e.g. Research
    Development and Diffusion (RDD) Model Personnel
    Selection and Replacement

14
MANAGEMENT OF CHANGE
  • POWER-COERCIVE Use of power instead of human
    relations to effect change. Eg. Political,
    financial, and or moral sanctions to achieve
    compliance

15
MANAGEMENT OF CHANGE
  • NORMATIVE-REEDUCATIVE The culture (values,
    attitudes, beliefs, norms) can be changed in a
    positive way through the collaborative actions of
    its members

16
STYLES OF MANAGING CHANGE
  • Education and communication
  • Collaboration/ participation
  • Intervention
  • Direction
  • Coercion

17
SITE-BASED MANAGEMENT A PERSPECTIVE ON
MANAGEMENT OF CHANGE
  • Major goal should be higher staff performance,
    more efficient use of resources, increased skills
    and satisfaction
  • There is no one way of addressing the issue of
    change and innovation in an organization

18
SITE-BASED MANAGEMENT A PERSPECTIVE ON
MANAGEMENT OF CHANGE
  • Each organization has its own peculiarities and
    so management and organization strategies should
    be designed around the nature of the task at
    hand.
  • Any blueprint issued by a central body will not
    be totally compatible, and so one developed
    particularly for and by the stakeholders would be
    more appropriate and successful .

19
NEW SCIENTIFIC MANAGEMENT A PERSPECTIVE ON
MANAGEMENT OF CHANGE( Wheatley, 1994)
  • Theory of self-organizing or dissipative
    structures (New ways of understanding
    disequilibrium and change, as well as the use of
    disorders in creating new possibilities for
    evolutionary growth. Equilibrium is stagnation)
  • Chaos theory We operate in a world where chaos
    and order exist in tandem, and where stability is
    never guaranteed, but chaos always conforms to a
    boundary

20
NEW SCIENTIFIC MANAGEMENT A PERSPECTIVE ON
MANAGEMENT OF CHANGE( Wheatley, 1994)
  • Whole populations of a species can shift their
    behaviour and survive because the content of
    their field has changed, and because they
    individually have taken the time to learn the new
    behaviour.

21
THE EDUCATION SYSTEM
  • Individuals involved in organizational change
    experience the feeling of being mired down in the
    habit of solutions that once worked yet that are
    totally inappropriate.
  • The problems faced by scientists to understand
    the world should teach individuals faced with
    changes/ challenges to embrace the despair they
    experience and see it as a step on the road to
    wisdom

22
THE EDUCATION SYSTEM
  • It should be used as a source of encouragement
    for educators to be in the unfamiliar position of
    not knowing and open themselves to radically new
    ideas.

23
ADVANTAGES FOR THE EDUCATION SYSTEM
  • As self-renewing systems, schools do not have to
    struggle constantly against the environment with
    it being perceived as the source of disruption
    and change.
  • Insulation does not have to be sought to maintain
    stability. Rather they should become adept at
    maintaining an identity even while changing form,
    largely as a result of their internal capacity to
    create structures that are situationally and
    historically appropriate.

24
ADVANTAGES FOR THE EDUCATION SYSTEM
  • There is a fluid process where the system
    maintains itself in its present form or evolve to
    a new order depending on what is required, since
    it possesses the capacity for spontaneously
    emerging structures.
  • Flexibility and adaptability does not mean they
    are mere passive reactors to external
    fluctuations. Instead, openness to environmental
    information over time spawns a firmer sense of
    identity and autonomy and makes the system less
    vulnerable to external change.

25
ADVANTAGES FOR THE EDUCATION SYSTEM
  • Such an organization is both sensitive to its
    environment and resilient from it, and so
    decisions are made based on factors such as
    internal competence measured through the
    principles of self-reference

26
STAFF DEVELOPMENT
  • AKA Personnel development, in-service education,
    professional development, continuing education
  • Cyclical approach where the process begins and
    ends with the analysis of training needs.
  • Training is not ad hoc, but needs are defined in
    accordance with a well-defined procedure that
    entails viewing such needs from the perspective
    of organization, department, job, and individual.
  • The demands of the job will be made up of
    appropriate portions of knowledge, skills and
    attitudes.

27
STAFF DEVELOPMENT
  • Contextual factors must also be considered e.g.
    resistance, size and age of organization, past
    experiences, job commitment, length and nature of
    the programme, characteristics of the employees.

28
ADULT EDUCATION
  • AKA Lifelong learning
  • The half-life of a professionals competency is
    defined as the time after completion of
    professional training when, because of new
    developments in their fields, practising
    professionals become roughly half as competent as
    they were upon graduation (Dubin, 1972)
  • 20 of work time should be spent learning about
    recent developments in the discipline/ field.
    (George and Dubin, 1972)

29
ADULT EDUCATION
  • Learning occurs as a result of reflecting upon
    experience (Mezirow, 1997, 1978, 1981, 1990,1991
    Brookfield, 1995)
  • Self-actualization of the learner, producing
    fully functional persons, the need for
    self-development and self-direction, critical
    reflection (Rogers, 1969 Knowles, 1980
    Brookfield, 1995)
  • Learning must be pragmatic, meaningful, useful
    and take place in a non-threatening environment
    (Tough, 1968 Knowles, 1980 Jarvis, 1992)

30
TYPES OF ADULT LEARNERS
  • Goal-oriented who come to the learning context
    with specific goals to be accomplished
  • Activity-oriented learners who learn only to keep
    themselves occupied.
  • Learning-oriented learners who are seeking
    knowledge just for the sake of knowing (Houle,
    1961, 1968)

31
BARRIERS TO PARTICIPATING IN ADULT EDUCATION
  • Situational which arise from ones situation in
    life at a given time of job or home
    responsibilities.
  • Instructional Practices and procedures that
    exclude or discourage working adults from
    participating in educational activities e.g.
    schedules, location, fees.
  • Dispositional Those related to attitudes and
    self-perceptions about oneself as a learner. E.g.
    too old to learn poor educational background/
    achievement often leads to lack of interest and/
    or confidence in learning ability. (Cross, 1981)

32
TEAMWORK
  • Team/ Work group consists of two or more
    individuals, interacting and interdependent, and
    who come together to achieve particular
    objectives (Robbins, 2001)
  • People who have a sense of collective efficacy
    will mobilize their efforts and resources to cope
    with external obstacles to the change they seek
    (Bandura, 1982).

33
TEAMWORK
  • Composition of a team focuses on variables that
    relate to how teams should be staffed, the
    ability and personality of team members, the
    allocation of roles, as well as diversity, size
    of team, members flexibility, and members
    preferences for teamwork.

34
TEAMWORK
  • All skills do not have to be in place at the
    beginning, but since the right mix is crucial,
    team members should take the initiative and
    responsibility to learn those skills in which the
    group is deficient, thereby allowing it to reach
    its fullest potential (Robbins, 2001)

35
THE LEARNING ORGANIZATION PARADIGM
  • Based on the assumption that learning
    organizations have five disciplines
  • Systems thinking- Understanding system dynamics
    and seeing the long term and overall picture
    (Senge, 1990)

36
THE LEARNING ORGANIZATION PARADIGM
  • Personal mastery- continually clarifying and
    deepening the individuals personal vision,
    focusing of energy into the Cause, developing
    patience and seeing an objective reality
  • Mental models-Deeply ingrained assumptions,
    generalizations and images that influence how
    persons understand the world, and therefore act.
    Fostering openness based on reflection. (Senge,
    1990)

37
THE LEARNING ORGANIZATION PARADIGM
  • Building shared vision- Willingness to initiate
    as well as adapt to changes.
  • Team learning- Understanding and appreciating the
    whole as well as the interrelationship between
    the parts. (Senge, 1990)

38
SCHOOLS AS LEARNING ORGANIZATIONS
  • Since the underlying business of education is to
    facilitate student learning, systematic attention
    must be given to how teachers learn, and this
    does not mean sending them to off-site
    conferences and formal activities.
  • Learning is always an on-the-job phenomenon that
    always occurs in the context where action is
    being taken.
  • There is the need to create an environment where
    teachers can continually reflect on what they are
    doing and learn more and more what it takes to
    work as teams.

39
SCHOOLS AS LEARNING ORGANIZATIONS
  • Educational institutions are designed and
    structured in such a way that reinforces the idea
    that a teachers job is as an individual teaching
    his/her students and the focus on the individual
    is so deeply embedded in the teaching culture
    that it is very hard for people to even recognize
    it, much more see its disadvantages. It takes so
    much collaboration to bring about change that it
    may be easier to try to improve individual
    classrooms instead.

40
RESEARCH FINDINGS
  • Efforts have been made in the USA and locally
    with positive results.(Bambino, 2002 Critical
    friends Kist-Kline, 2001, A Schools learning
    disabilitiesBuckle-Scott,1997, Practising what
    we preach in SS Education PIPERR model, 2004,
    2005, 2006 Developing competence, confidence and
    effectiveness among educators in a changing
    system).

41
THE WAY FORWARD
  • In todays fast-changing environment educational
    organizations must ensure their survival by
    developing increased ability to sense and even
    predict the problems posed by their environments
    and invent solutions to them (Owens, 2004).

42
THE WAY FORWARD
  • There is the need for systematic planning based
    on the assumption that recourse by planners to a
    clearly identified design can help them to plan
    more effective training programmes. (Cookson et
    al, 1998).

43
THE WAY FORWARD
  • Planning should go through the following phases
  • Training policy
  • Needs assessment (Using appraisal, research)
  • Development of a customized training plan
    consisting of programmes, activities, and events.
  • Implementation
  • Evaluation
  • (Houle, 1972 Castetter, 1981 Nadler, 1984 Cole,
    1991 Henriques-Piper, 2005)
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