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This book traces how a new school, physically designed as a modern
learning environment, has come into being in New Zealand. A key
feature is how it designs its curriculum for future citizens. The
book explores how flexible curriculum and assessment options
support the provision of a well-balanced, coherent and
future-oriented learning programme. It also illustrates how the
school is implementing its vision and copes with being different
from other schools which understand and embody the New Zealand
Curriculum as well as the NCEA qualifications system in more
traditional terms. School leaders', teachers' and foundation
students' thinking and perspectives about what it's like to become
a new school are highlighted and shed light on what is possible
within an evolving education system.
This book examines contexts and possibilities in Aotearoa New
Zealand education contexts arising from the international trend for
open, flexible, innovative learning environments (ILE),
specifically on the pedagogical load. The book responds to
questions such as: What does it mean to teach, learn or lead in an
innovative learning environment? What happens when teachers move
form single cell learning spaces to open, collaborative ones? The
chapters provide examples of how teaching in new spaces can be an
exciting challenge for teachers and students where they try new
ways of teaching and learning, and rethink the purposes of learning
and the implications of societal change for learning and what is
valued. Examples are drawn from pre-service teachers working in
primary and secondary schools and in-service teachers learning to
become professionals. The book offers insights into a variety of
educational contexts where teachers and students learn and adapt to
new learning spaces, and also how different teaching and learning
partnerships may be conceived, and flourish. It focuses attention
on a range of aspects that teachers, school leaders, and other
educators, and researchers may find valuable when they embark on
similar initiatives to consider issues pivotal to productive and
effective innovative learning environment design, development and
implementation.
This book examines contexts and possibilities in Aotearoa New
Zealand education contexts arising from the international trend for
open, flexible, innovative learning environments (ILE),
specifically on the pedagogical load. The book responds to
questions such as: What does it mean to teach, learn or lead in an
innovative learning environment? What happens when teachers move
form single cell learning spaces to open, collaborative ones? The
chapters provide examples of how teaching in new spaces can be an
exciting challenge for teachers and students where they try new
ways of teaching and learning, and rethink the purposes of learning
and the implications of societal change for learning and what is
valued. Examples are drawn from pre-service teachers working in
primary and secondary schools and in-service teachers learning to
become professionals. The book offers insights into a variety of
educational contexts where teachers and students learn and adapt to
new learning spaces, and also how different teaching and learning
partnerships may be conceived, and flourish. It focuses attention
on a range of aspects that teachers, school leaders, and other
educators, and researchers may find valuable when they embark on
similar initiatives to consider issues pivotal to productive and
effective innovative learning environment design, development and
implementation.
This research grew out of my experiences of being a Head of
Department in a large secondary school in New Zealand. I wanted to
find out what it was like for others during the first decade of
self-managing schools. This research centred on the professional
experiences of people in pivotal roles in a secondary school, who,
while teaching, also have to be curriculum and pedagogical leaders
and comply with devloved school and government regulations.
Essentially, their work has intensified without compensatory time
allowances. Because of the consequences of edcuational reforms,
these HODs' focus on teaching and learning has been seriously
compromised, wich has led to disillusionment and frustration.
Emotions and relationships, coupled with the effects of time
constraints and complexity, are major concerns. In order to
represent these HODs' professional lives as well as protect their
privacy, a short story is constructed from their experiences to
highlight the intensely complex role these HODs undertake.
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