What systematic connections should we have around schools to support the work of teachers? Global lessons and the potential of ambition loops.

Autor/in	McGrath, Jason
Titel	What systematic connections should we have around schools to support the work of teachers? Global lessons and the potential of ambition loops.
Quelle	Paris: OECD Publishing (2023), 80 S. PDF als Volltext Link als defekt meldenVerfügbarkeit
Reihe	OECD education working papers. 286
Beigaben	Literaturangaben; Tabellen; Abbildungen
Sprache	englisch
Dokumenttyp	online; Monographie
DOI	10.1787/77de597c-en
Schlagwörter	Beruf; Lehrer; Lehrerin; Debatte; Unterstützung; Nachhaltigkeit; Umgestaltung; Globales Lernen; Lehrer; Lehrerin; Lehrerrolle; Debatte; Globales Lernen; Nachhaltigkeit; Beruf; Arbeitspapier; OECD-Studie; Rahmenbedingung; Umgestaltung; Unterstützung
Abstract	Co-constructing a long-term sustainable vision on the future of teaching is a policy priority for many countries as society rapidly changes. There is a need to create space in the teacher debate to look forward for inspiration and to learn from contemporary change in other professions, such as the concept of "connective professionalism". There is also a paradox to navigate. On the one hand, the idea of change can be daunting. This leads to people seeking comfort in the known. On the other hand, the status quo is unlikely to provide the solutions required for a prosperous and sustainable future for the teaching profession. In this paper, we introduce an Ambition loops tool to create preferred future scenarios that can support the work of teachers, add to the prosperity for students and communities, and support transformation of education to meet contemporary challenges while focusing on current needs. The framework has an iterative design and outlines ambitions relevant to all stakeholders in the school-community, education community and broader societal sectors. The current framework statements have been distilled from a review of the research as well as engagement with experts and practitioners.
Erfasst von	DIPF \| Leibniz-Institut für Bildungsforschung und Bildungsinformation, Frankfurt am Main (extern)
Update	2023/1