Snowball effect-in-service teacher training in Finland to action change
Heinonen, Virpi (2019)
Heinonen, Virpi
2019
Kaikki oikeudet pidätetään
Julkaisun pysyvä osoite on
https://urn.fi/URN:NBN:fi:amk-201903142907
https://urn.fi/URN:NBN:fi:amk-201903142907
Tiivistelmä
This study will examine the prospects of the local implementation and the professional growth stories of four teacher participants, two from Brazil and two from Portugal. It will describe and clarify the role and importance of self-leadership and motivation as well as educational leadership when implementing educational innovations in a somewhat traditional setting going through a paradigm shift. Central phenomena studied is the paradigm change in education and teacher change agency.
All of the participants in this study took part in several and different Tampere University of Applied Sciences (TAMK) Global Education programmes during the past few years. The study will focus on the emerging theories that will rise from the analysed interview data with grounded theory approach, trying to set light to the leadership issues and professional growth stories that have made educational change in local contexts possible and the reasons behind it.
Study result shows that bottom-up leadership to action change in educational context worked in the cases studied. The study supported the idea that actual change happens at a grassroots level in real classrooms as long as the teachers are well prepared, motivated and continuous learners who are given the time and space to adapt and implement change actions in their learning communities.
Findings suggest that teachers act as change agents in their own educational context especially if they are surrounded by a numerous and motivated learning community and supported from the top down. Trust is one of the key elements for a successful implementation of educational innovation and new methodologies. This study supports the statement that in-service teacher trainings with a Finnish partner helped the process of change in educational context. Looking at your own education context with different and comparative lenses and being given sufficient time to do so, enabled the teachers to adapt and take advantage of the good practices of proven educational successes like Finland has.
All of the participants in this study took part in several and different Tampere University of Applied Sciences (TAMK) Global Education programmes during the past few years. The study will focus on the emerging theories that will rise from the analysed interview data with grounded theory approach, trying to set light to the leadership issues and professional growth stories that have made educational change in local contexts possible and the reasons behind it.
Study result shows that bottom-up leadership to action change in educational context worked in the cases studied. The study supported the idea that actual change happens at a grassroots level in real classrooms as long as the teachers are well prepared, motivated and continuous learners who are given the time and space to adapt and implement change actions in their learning communities.
Findings suggest that teachers act as change agents in their own educational context especially if they are surrounded by a numerous and motivated learning community and supported from the top down. Trust is one of the key elements for a successful implementation of educational innovation and new methodologies. This study supports the statement that in-service teacher trainings with a Finnish partner helped the process of change in educational context. Looking at your own education context with different and comparative lenses and being given sufficient time to do so, enabled the teachers to adapt and take advantage of the good practices of proven educational successes like Finland has.