Název: Where teachers learn through work and students work to learn: an empirically informed report on two examples of educational innovations from a German school
Zdrojový dokument: Studia paedagogica. 2018, roč. 23, č. 2, s. [137]-157
Rozsah
[137]-157
-
ISSN1803-7437 (print)2336-4521 (online)
Trvalý odkaz (DOI): https://doi.org/10.5817/SP2018-2-8
Trvalý odkaz (handle): https://hdl.handle.net/11222.digilib/138255
Type: Článek
Jazyk
Licence: Neurčená licence
Upozornění: Tyto citace jsou generovány automaticky. Nemusí být zcela správně podle citačních pravidel.
Abstrakt(y)
This empirically informed report presents two innovative approaches to learning through work and working to learn from a secondary school in Germany, with both the school and its innovative development having received the German School Award. In one approach, the school's leadership team deployed the new "Challenges" school project for students' comprehensive educational development. In the other, the school initiated the possibility for teachers to gain practical experience outside the school by working full-time. In addition to their teaching duties, teachers can now work for a limited period in the private sector, thereby gaining valuable experience by shaping their professional stances and influencing their approaches to their students in everyday school life. This empirically informed report is based on desk research complemented by qualitative data gathered during a site visit. These data shall give a deeper understanding of how innovative actions initiated by the school leadership team can contribute to change within an educational system towards advanced teacher learning and transformative school development to achieve better student success.
Reference
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[39] Halász, G. (2011). School Leadership and Pupil Learning Outcomes. In T. Barath & M. Szabó (Eds.), Does Leadership Matter? Implications for Leadership Development and the School as a Learning Organisation, (pp. 19–31). Szeged: HUNSEM.
[40] Hattie, J. (2012). Visible learning for teachers. London: Routledge.
[41] Helfferich, C. (2005). Die Qualität qualitativer Daten. Manual für die Durchführung qualitativer Interviews. Wiesbaden: VS Verlag für Sozialwissenschaften.
[42] Hentig, H. v. (1993). Die Schule neu denken. Eine Übung in praktischer Vernunft. Eine zornige, aber nicht eifernde, eine radikale, aber nicht utopische Antwort auf Hoyerswerda und Mölln, Rostock & Solingen. München: Hanser.
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[48] Kozma, R. B. (1985). A grounded theory of instructional innovation in higher education. The Journal of Higher Education, 56(3), 300–319. | DOI 10.2307/1981736
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