NCSL Hotseat: Teachers as Innovators

Teachers as Innovators [email_address]

[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],Commentary: This work is looking at what can be done to enable teachers to act as innovators – to be the designers and catalysts for the development of new teaching and learning practices. This is not starting from a ‘deficit’ model of teachers (i.e. what can we do to solve the fact that teachers aren’t innovating) but starts from the premise that teachers, as practitioners, expert professional educationalists are best placed (when supported) to lead big changes in educational practice.

[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],Commentary: So how are we investigating this area. To begin with, we’re talking with a wide range of stakeholders to find out their views on the barriers and enablers of teachers innovating. We’re collecting various examples of teachers who are innovating and will begin to put together a resource to share this practice – if you feel you/your school or teachers in your area should be involved – please get in contact using this email address.

Why teachers as ‘innovators’? ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],Commentary: So why innovators? Innovation is about the introduction of something new (a tool, a service, an approach) that changes social practice, in this case, that changes learning practice. Teachers already innovate in making resources appropriate for particular classes and students but this is within the current education system (sustaining innovation) – by creating the right educational culture, it is teachers who should be leading wider changes that move the system as a whole towards one that is more appropriate for 21 st century.

[object Object],[object Object],Commentary: There are many reasons and explanations why we need to develop our education system – whether it is in response to the economic changes that require different sorts of workers (including new skillsets and competences); whether it is in response to the drive towards personalisation; whether it is to take advantage of the affordances of new technologies that provide us with new opportunities for social interactions. Together, they create powerful arguments about the need for a responsive education system, one that can react to the needs of the individual; that can take account of the changing economic, social and technological landscape. Investigating the development of social interactions on the web towards “web 2.0” we see the power of connected individuals working towards common goals, that are unlike any social networks from 5-10 years before.

Commentary: So if education needs to change – who then to lead the design and development? Adopting co-design methodologies and user-centred design approaches, it is teachers who can be seen to play a key role in the development of new learning and teaching practices. In order to ensure that effective and efficient changes are made, what changes to working environments must be made? What are the local, institutional and individual barriers that stop teachers innovating towards a new education system? ,[object Object],[object Object],[object Object],[object Object]

[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],Commentary: There are many barriers – or resistances – that can stifle change within the classroom. One way of categorising the barriers shows the difference between 1 st and 2 nd order barriers: 1 st order are those which are more tangible/practical barriers but it is the 2 nd order barriers that are harder to remove – they are based upon the development of teachers’ knowledge; of teachers’ place within the education system and of teacher’s embodied beliefs of what should be learnt. The barriers which are addressed through teachers learning and a re-professionalisation of teachers.

An invitation: if you would like to become involved in the work, to share your innovations or to find out more, please contact us at: ,[object Object]

NCSL Hotseat: Teachers as Innovators

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NCSL Hotseat: Teachers as Innovators