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Deepening pedagogical practice to develop 21st century competencies: From discourse to culture change

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Abstract:

Crescent Girls’ has assessed 21st century competencies since 2007. However, pedagogical practices surrounding development of these competencies were not apparent. 21CLD was introduced as a professional development framework to provide lenses for learning activity design. This study investigates its impact on teaching practice by influencing professional discourse and culture, examining systemic structures and leadership moves necessary to effect school change.

Teachers are the ultimate arbiters of change. Teacher beliefs and values underpin what they do (Hill and Crevola, 1997). Hargreaves and Shirley (2009) describe lively learning communities as one of the key principles for teacher professionalism. Changing the conversation in an organization can have profound impact on its culture and the day-to-day work of its people (Kegan and Lahey, 2001). A common language with precise meanings is crucial to the culture of discipline essential to effective schools. (DuFour et al., 2008).

21CLD was introduced through a workshop conducted for all teachers. Collaborative teams of teachers designed lesson units using 21CLD, and school leaders engaged in generative conversations in these teams. Data sources include workshop evaluations, analysis of lesson units, classroom observations and data on students’ work.

School leader-led conversations on 21CLD leveraged systemic structures like collaborative networks to catalyse change in teacher perceptions and practice. Findings point to the value of 21CLD in providing a common language for discourse about 21st century competencies. This brings us closer to changing school culture, which in turn has an impact on changing teaching practice.

REFERENCES

DuFour, R., DuFour, R. and Eaker, R. (2008). Revisiting Professional Learning Communities at Work: New insights for improving schools. Bloomington, Indiana: Solution Tree Press.

Hargreaves, A. and Shirley, D. (2009). The Fourth Way – The Inspiring Future for Eudcational Change. Thousand Oaks, CA: Corwin Press.

Hill, P.W. and Crevola, CA. (1999). Key features of a whole-school, design approach to literacy teaching in schools. Australian Journal of Learning Disabilities 4(3): 5–11.

Kegan, R. & Lahey, L. (2001). How the way we talk can change the way we work: Seven languages for transformation. San Francisco: Jossey-Bass.
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Association:
Name: Comparative and International Education Society Annual Conference
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http://www.cies.us


Citation:
URL: http://citation.allacademic.com/meta/p718180_index.html
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MLA Citation:

Tan, Chen Kee. and Tang, Hsin Wei. "Deepening pedagogical practice to develop 21st century competencies: From discourse to culture change" Paper presented at the annual meeting of the Comparative and International Education Society Annual Conference, Sheraton Centre Toronto, Toronto, Ontario, Canada, <Not Available>. 2014-12-10 <http://citation.allacademic.com/meta/p718180_index.html>

APA Citation:

Tan, C. and Tang, H. "Deepening pedagogical practice to develop 21st century competencies: From discourse to culture change" Paper presented at the annual meeting of the Comparative and International Education Society Annual Conference, Sheraton Centre Toronto, Toronto, Ontario, Canada <Not Available>. 2014-12-10 from http://citation.allacademic.com/meta/p718180_index.html

Publication Type: Panel Paper
Abstract: Crescent Girls’ has assessed 21st century competencies since 2007. However, pedagogical practices surrounding development of these competencies were not apparent. 21CLD was introduced as a professional development framework to provide lenses for learning activity design. This study investigates its impact on teaching practice by influencing professional discourse and culture, examining systemic structures and leadership moves necessary to effect school change.

Teachers are the ultimate arbiters of change. Teacher beliefs and values underpin what they do (Hill and Crevola, 1997). Hargreaves and Shirley (2009) describe lively learning communities as one of the key principles for teacher professionalism. Changing the conversation in an organization can have profound impact on its culture and the day-to-day work of its people (Kegan and Lahey, 2001). A common language with precise meanings is crucial to the culture of discipline essential to effective schools. (DuFour et al., 2008).

21CLD was introduced through a workshop conducted for all teachers. Collaborative teams of teachers designed lesson units using 21CLD, and school leaders engaged in generative conversations in these teams. Data sources include workshop evaluations, analysis of lesson units, classroom observations and data on students’ work.

School leader-led conversations on 21CLD leveraged systemic structures like collaborative networks to catalyse change in teacher perceptions and practice. Findings point to the value of 21CLD in providing a common language for discourse about 21st century competencies. This brings us closer to changing school culture, which in turn has an impact on changing teaching practice.

REFERENCES

DuFour, R., DuFour, R. and Eaker, R. (2008). Revisiting Professional Learning Communities at Work: New insights for improving schools. Bloomington, Indiana: Solution Tree Press.

Hargreaves, A. and Shirley, D. (2009). The Fourth Way – The Inspiring Future for Eudcational Change. Thousand Oaks, CA: Corwin Press.

Hill, P.W. and Crevola, CA. (1999). Key features of a whole-school, design approach to literacy teaching in schools. Australian Journal of Learning Disabilities 4(3): 5–11.

Kegan, R. & Lahey, L. (2001). How the way we talk can change the way we work: Seven languages for transformation. San Francisco: Jossey-Bass.


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