: Geraldine Mooney Simmie (Hrsg.), Manfred Lang (Hrsg.)
: What’s Worth Aiming for in Educational Innovation and Change? Democratic mentoring as a deliberative border crossing discourse for teacher education in Austria, Czech Republic, Denmark, Germany, Ireland and Spain.
: Waxmann Verlag GmbH
: 9783830977476
: 1
: CHF 24.40
:
: Sonstiges
: English
: 174
: kein Kopierschutz
: PC/MAC/eReader/Tablet
: PDF
Results from international achievement test scores, such as PISA, ROSE, TIMSS, indicate national deficits in literacy and numeracy among OECD countries. In addition research findings indicate the inadequacy of inherited transmission models of teaching in generating critical thinking among pupils in lower secondary education.
This book presents case studies from six European countries – Austria, Denmark, Czech Republic, Germany, Ireland and Spain – based on capacity building with teachers to develop educational innovation and change in the science and mathematics classroom and school.
The teacher educators developed a theoretical framing that was responsive to both culture and context. Educational innovation and change was positioned as a pedagogical and political text, a deliberative discursive inquiry that crossed borders between teachers, teacher educators and others, including policymakers. Findings show that while it is clearly necessary for teachers to form collaborative networks this is not sufficient to generate the level of creative and critical inquiry required for educational innovation and change in the classroom. New roles are required for all education actors to bring teachers, at all stages of their professional lifespan, beyond their classrooms and schools, into sustainable public spaces, incubation spaces, in a deliberative discourse with teacher educators and others, including policymakers. The study has implications for the way the education policy process is currently enacted and the roles played by various actors, including teachers, teacher educators, school administrators and policymakers alike.
Contents6
What’s Worth Aiming for in Educational Innovation and Change?8
Acknowledgements11
Chapter 1: Democratic mentoring as a deliberative discourse for innovation and teacher continuing education16
Chapter 2: What does it mean to be innovative in teacher continuing education and mentoring?26
Chapter 3: Ireland: reflective and collaborative mentoring as a deliberative discourse with teachers, teacher educators and others38
Chapter 4: Denmark: empowering innovation through experienced teacher – student teacher democratic collaboration53
Chapter 5: Germany I: subject-related dialogic and democratic mentoring in biology teaching and teacher education68
Chapter 6: Austria: video analysis for innovation, mentoring and inclusion81
Chapter 7: Spain: mentoring for innovative science education – teaching for achieving scientific competence with student teachers and mentor teachers90
Chapter 8: Czech Republic: constructivist approaches to innovation in one school-university partnership110
Chapter 9: Germany II: case study design and results about innovation ,gender and mentoring124
Chapter 10: Educational innovation and change as deliberative discourse across borders of educational systems in Europe: a cross-national analysis of GIMMS findings140
Bibliography163
List of authors171
The Editors172
Index173