“Transforming Future Learners – Role of Teachers as Creative Leaders”
By Lynne Lawrence
Executive Director of Association Montessori Internationale (AMI)
Future world is a tomorrow world which changes rapidly. Teachers have to change their roles without exception. They have to develop their students to earn competencies for creating new knowledge and help themselves through variety of activities, leading to independence and concentration, creative thinking and innovation in order to have good life amidst of continuous changes.
“New Learning Environments and Digitalization Government Program
for Education 2015 – 2019 Key Projects on New Comprehensive School”
By Sanna Vahtivuori-Hanninen
Project Manager, Advisors to the Permanent,
New Learning Environments,Ministry of Education and Culture, Finland
Synopsis will be made available soon.
“How Finnish teachers learn and school site supports
the use of digital tools and environments in teaching and learning?”
By Professor Jari Lavonen, Ph.D.
Professor of Faculty of Educational Sciences, University of Helsinki, Finland
The presentation analyses the challenges, and renewal of Finnish education in the context of learning of 21st century competencies. Competence to use digital tools and operate in digital environments are considered as one of the 21st century competencies. Challenges for Finnish education are discussed in the classroom, school, municipality, and national level as well as challenges in teacher education too. The new Finnish national curriculum and how it guides students to learn the 21st century competencies is introduced as a solution for overcoming the challenges introduced. Moreover, the recommendations of Finnish teacher education forum, which also supports to overcome the challenges, are introduced. For example, the creation of teacher collaboration networks is suggested as one way to support teachers’ continuous professional development, particularly with respect to their teaching of 21st century competencies and use of digital tools as a part of these competences. Such networks could facilitate the creation and sharing of educational innovations related to teaching and learning through teachers’ collaboration, inquiry, and problem-solving activities as well as through a close connection to classroom practice.
“The Power of Teacher Collaboration in Communities of Learning in New Zealand”
By Camilla Phyllis Highfield, Ph.D
Director of Professional Learning and Development,
Faculty of Education, University of Auckland, New Zealand
In the last two years New Zealand has embarked on developing a policy framework to encourage state funded schools in the same geographic area to collaborate for enhancement. A Community of Learning or Kāhui Ako is a group of education and training providers that form around children and young people’s learning pathways, and work together to help them achieve their full potential.
This paper will examine the policy framework for this initiative and describe some of the key outcomes in terms of how teachers are collaborating to develop leadership and networks for ongoing change and improvement. The University of Auckland has been a provider of academic and practitioner ‘experts’ who have worked in the field with teachers and leaders who are implementing these new and innovative collaborative professional learning communities across schools. The successes and challenges of this intervention to date will be shared in the presentation with time for participants to engage in some of the tools, materials and video evidence gathered.
“Roles and Challenges of Moral Education in Japan: Teaching in VUCA Worlds”
By Makito YURITA, Ph.D
Senior Researcher fellow, National Institute for School Teachers and Staff Development (NITS)
The world is now more volatile, uncertain, complex and ambiguous than it was in the previous generations. Teachers are thus expected to shoulder a difficult task of educating our future generations to face the challenges we have not yet seen today.
In the VUCA world, the “uncertainty” is perhaps making deep impact on fragility of our value systems in today’s social culture. We are not “certain” about the persistence of our current value systems that have worked for us. Yet, we have been unable to provide anything substantial or concrete reference to our students for their making life decisions. If one sees moral delinquency in today, it is perhaps not because we have lost our moral virtue or consciousness. It is perhaps because we have been unaware of our loss of value systems that had lived with us many generations.
This is the context we are introducing a moral education in Japan. There are criticisms suspecting that moral education would force students to submit themselves under the value structure of the status quo. Indeed, with the hands of unprepared and unethical teachers, such criticisms could pose a real threat. However, the moral education in Japan aims to give both students and teachers a chance to participate in a democratic process of value construction. This is a critical skill necessary to pursue the common good, as well as a guideline for making decisions to overcome the uncertainty of the VUCA world.
This presentation will introduce the details about the theoretical backgrounds of introducing the moral education in Japan, as well as what needs to be done for its implementation for a classroom practice.
“What Should be Taught in the Age of Uncertainty: Korean Context”
By Bae, Sang Hoon, Ph.D
Professor of Education administration and Policy &
Director of Institute of Education Policy Research,
SKKU Department of Education, Sungkyunkwan University (SKKU)
Synopsis will be made available soon.