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1

РОЛЬ УЧИТЕЛІВ-АГЕНТІВ ЗМІН У ФОРМУВАННІ ГОТОВНОСТІ ШКОЛИ ДО ІННОВАЦІЙ: З ДОСВІДУ ЗАРУБІЖНИХ ДОСЛІДЖЕНЬ ШКІЛЬНИХ РЕФОРМ

100%
Шихненко К.
Педагогічні науки: теорія, історія, інноваційні технології
|
2015
|
issue 1(45)
43-53
EN
The purpose of the article is to define the conceptual characteristics of the teachers as change agents in American education studies as well as clarify the role of the professional learning communities in teachers’ readiness for innovations at schools. The teachers’ willingness for changes is seen as collective competence of the school staff which includes the individual and interpersonal components. These components are specified in teachers’ professional knowledge and skills, their capacity to reflection and new knowledge generation, supplemented with the ability to collaborate for a common goal and have a shared responsibility for the performance and success of each team member. Understanding the core of the «change agent» the concept is manifested through a set of the following elements: the teachers’ personal qualities as change agents; substantial amount of pedagogical knowledge they possess; empowerment; the problem ownership; the membership in a community of stakeholders; willingness to take risks; a sense of self-efficacy; motivation; knowledge of micropolitics of changes at school. Such basic characteristics of the teachers as change agents are formed through the mechanism of professional learning communities operation in schools. In modern American school reform studies, the effectiveness of professional learning communities at schools is highlighted as they contribute to the education of people with a new type of thinking (change agents). Such change agents can clearly understand the volume of work and difficulties of change process at schools, and are able to comprehend and evaluate the received information, and construct new knowledge. The following factors of effective professional learning communities operation are considered in the article: 1) common values and vision as a basis for the development of collective decision-making based on ethical standards; 2) shared responsibility for the students’ learning; 3) constant inquiry about the professional issues; deprivatization of practices; 4) all school staff cooperation; 5) learning in groups. The further studies may be focused on building the models and making recommendations for the Ukrainian educators for training the teachers as change agents at schools.
2

КЛАСИФІКАЦІЇ ОСВІТНІХ ЗМІН У ПЕДАГОГІЧНИХ ДОСЛІДЖЕННЯХ США

100%
Шихненко К.
Педагогічні науки: теорія, історія, інноваційні технології
|
2014
|
issue 10(44)
228-240
EN
The purpose of this article is to determine the main characteristics and summarize existing classifications of educational changes in the American studies on educational issues. The choice of the pedagogy of the USA as an object of research accounts for rich experience of the country in the field of school educational changes analysis as the American scientists are acknowledged developers of the educational change theory which is the theoretical basis for modern school reform processes. It is emphasized in the article that the importance of school development but not simply its operating makes all the changes innovative in nature, otherwise we can talk about reproduction and sharing traditional technologies or techniques. Identification and generalization of a number of specific features of educational changes allow evaluating the effectiveness of the innovative process, determining its direction and perspectives. According to the theory of change, formulated in American researches of the end of the XX century, school organization in conditions of continuous transformations must develop, not adapt its own environment, when responding to unpredictable changes. Methods selection of managing changes in schools and their conformity with innovative process also depends on the type of a particular change. Finally, knowledge of basic features and particulars of any changes in schooling gives an opportunity to distinguish truly innovative initiatives from failed experiments. By applying scientific methods of analysis, synthesis, abstraction, generalization and comparison the criteria of educational changes that are the basis of the classifications are defined. This article argues that educational changes are multidimensional in nature, which results in different approaches to their typology. The characteristic of each type of educational change is introduced. The generalized classification of educational changes is presented in the chart. It is emphasized that knowledge of classified features stimulates both foreign and Ukrainian teachers to build effective models for the process of change, develops new technologies for change management in school organizations as well as finds effective methods and tools for reform implementation. Further research may be focused on improving the classifications of educational changes and making recommendations to Ukrainian educators for developing effective methods and tools of reforming national education.
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