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By Leoni Degenhardt

The position of academic leaders, particularly university leaders, has replaced noticeably as international locations try to remodel their schooling structures to arrange youngsters to operate in modern international of quick technological and social swap, fiscal globalisation and elevated migration and mobility. Dancing on a transferring Carpet: Reinventing conventional education for the twenty first century argues that, to be able to achieve  Read more...

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Extra info for Dancing on a shifting carpet : reinventing traditional schooling for the 21st century

Example text

In our attempts to make Schein’s ideas more relevant and useful for leading change in educational contexts, we found Argyris’ (1992a) theory of change particularly insightful as it emphasised the connections between change and learning. Argyris’ theory of change Argyris (1992a) used the terms ‘learning’ and ‘change’ synonymously. He identified four gaps in Schein’s model of change when applied to a learning environment: 1. The assumption that individuals have the skills to learn new behaviour may not be warranted.

It is important to remember that a school is a special type of culture: one of learning. Given that the culture of a school has a significant impact on the young people within it, helping to form their worldview (Beare, 2001), it is especially important to have some understanding of the specific culture of schools. The culture of schools The views of Beare (2001, 2006) and Sergiovanni (1996), in particular, help to shape our understandings of the culture of schools. Beare (2001,) wrote that ‘Every human being on earth has a world-view and a set of beliefs.

It requires teachers to identify the ‘enduring understandings’ that students are expected to acquire from these tasks • teachers learning about the effectiveness of their teaching processes and strategies; teachers must seek feedback on their own teaching as well as on student progress • incorporation of holistic elements. Radical new pedagogy also means that teachers are expected to be teachers of students, not just teachers of subjects. This means greater emphasis on relationships and the development of emotional intelligence (Beatty, 2007).

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