OER4Schools/Programme review and action research: Difference between revisions

{{OER4S}}

{{activity|Smalll group review}}: (5 mins)  

Many great teachers and philosophers like Socrates and Heidegger have emphasised the importance for students and teachers to reflect. Reflections in the educational context, involve thinking about our past, present and future teaching and learning experiences. Unfortunately, most of us are not thoughtful enough to differentiate these three stages or the relationships between our thoughts and actions  Consider this quote:

"You who do not think deeply about the future do not appreciate the results and outcomes of your current actions. You who do not reflect critically on the past are not readying yourself for improvement. You who do not think of what you are doing in the present cannot see what to do next."  (Adapted from Schmuck, 2006)

Heidegger has pointed out that our minds are prone to wandering between past, present and future. The most challenging type of reflection is thinking about your current actions and about your thinking, shifting between ‘thinking about doing’ and ‘doing the thinking’.

You have learnt about the various aspects of leadership through the LfL metaphor in 6.2. As a reflective teacher, you may not be leading in the form of teaching and learning within the classroom, but taking on different leadership roles in the school.  

“Teacher leadership is the process whereby a teacher can clarify their values, develop a personal vision of improved practice and then act strategically to set in motion a process where colleagues are drawn into activities such as self-evaluation and innovation. This is truly about [developing] a culture of shared responsibility for reform and the outcomes for all students.” (Frost 2012, p.211)  

In the US, a set of ‘model standards’ for teacher leaders has actually been produced and it states that “they need recognised responsibilities, authority, time to collaborate and support from school administrators to assume leadership roles.” (Teacher Leadership Exploratory Consortium 2011, p.12)

Are you a leader or a follower?  Perhaps you are a leader in one context and a follower in another?  Do you/could you inspire others?  Consider the following teacher leader roles. Can you identify these teacher leaders in your school?