Understanding Teachers’ Practices in the Context of School-based Educational Reform: Focusing on the Concept of ‘Teacher Agency’

2018 ◽  
Vol 36 (1) ◽  
pp. 91-112
Author(s):  
Kyung-hee So ◽  
Yu-ri Choi
Keyword(s):  
Educational Reform ◽  
Teacher Agency ◽  
School Based

Artifacts of change: An archaeology of school-based educational reform

Interchange ◽  
1996 ◽  
Vol 27 (3-4) ◽  
pp. 279-312 ◽  
Author(s):  
Jesse Goodman
Keyword(s):  
Educational Reform ◽  
School Based

scholarly journals The Anxiety of Educational Reform and Innovation: Bridging of Top-Down and Bottom-Up Strategies within Practice Educational Reform of Curriculum in Indonesia

2020 ◽  
Vol 1 (2) ◽  
pp. 87-96 ◽  
Author(s):  
Beni Setiawan
Keyword(s):  
Educational Reform ◽  
National Curriculum ◽  
Field Education ◽  
Top Down ◽  
Bottom Up ◽  
Advantages And Disadvantages ◽  
School Based ◽  
Points Of View ◽  
Reform And Innovation ◽  
The Government

Reform and innovation are important issues in the educational field. Education is dynamic and changing depends on globalization demands. To counterbalance for these changes, there are two strategies to make education change. Top down and bottom up strategies. Top down and bottom up have advantages and disadvantages to the reform and innovation of educational. For instance, the advantage of top-down is the government have the power to make policy, do research about national curriculum and implement that policy in the education area, especially at school but for making policy, regulation, research and implement government have spent more money without significant result. In another hand, the benefit of bottom-up is the innovation of education easily to find and grow up because they have involved directly in the change in school, also understand what they need in education because the teachers and the principle have strong connection with the students and indirectly evaluate the national curriculum which is appropriate or not. Nevertheless, school community as the representative of bottom-up did not have the power to bring that innovation in the top level because there is no connecting purpose between government and school. In addition, the big effect is the top-down, bottom-up has the different points of view to look into education. Furthermore, to solve that problem, there are some approaches could be bond to both strategies such as the collaborative, negotiate, conceptual, and strategic clarification, school-based management and strong site councils. Based on several previous researchers that approach is the best option for bridging the educational purpose between top down and bottom up.

scholarly journals Studi komparatif reformasi pendidikan di Singapura dan Indonesia

2020 ◽  
Vol 7 (1) ◽  
pp. 70-79
Author(s):  
Miftahus Sa'adah
Keyword(s):  
International Education ◽  
Educational Reform ◽  
School Level ◽  
Young Generation ◽  
Excellent Model ◽  
School Based ◽  
Educational Framework ◽  
Number Of Factors ◽  
Educational Decentralization ◽  
School Learning

Perubahan zaman menuju era globalisasi menuntut dunia pendidikan untuk berkiprah secara aktif mempersiapkan generasi muda dalam menyongsong tantangan zaman. Kerangka pendidikan yang selama ini diterapkan juga harus beradaptasi dengan tuntutan zaman. Dalam menghadapi tantangan ini, sejumlah Negara telah menginisiasi diberlakukannya reformasi pendidikan. Artikel ini membahas tentang program-program refomasi pendidikan di dua Negara dengan latar belakang dan kondisi serta ideologi yang berbeda yaitu  Singapura dan Indonesia. Diantara program refomasi pendidikan di Singapura adalah Teach less, Learn More; Thinking School, Learning Nation, dan School Excellent Model. Sedangkan kebijakan refeormasi pendidikan di Indonesia diantaranya diselenggarakan dengan desentralisasi pendidikan dalam kerangka manajemen berbasis sekolah, Kurikulum Tingkat Satuan Pendidikan dan Kurikulum 2013, serta program sertifikasi guru. Dari hasil pembahasan, dapat diketahui bahwa Singapura telah berhasil menyelenggarakan reformasi pendidikan. Hal ini dapat dilihat dari kualitas pendidikan Singapura yang masuk dalam ranking teratas Negara-negara dengan pencapaian standar pendidikan internasional. Sementara itu, Indonesia nampak masih harus berjuang untuk mencapai tujuan reformasi pendidikan. Hasil implementasi pendidikan yang berbeda di kedua Negara ini tentu dikarenakan perbedaan latar belakang, serta kondisi sosial, ekonomi, politik budaya dan geografis kedua Negara tersebut. Dengan demikian, dapat  disimpulkan bahwa banyak factor yang mempengaruhi keberhasilan penyelengaraan reformasi pendidikan di sebuah Negara.  AbstractGlobalization requires education to actively take part in preparing the young generation to face the challenges. The educational framework which has been implemented should also adapt to the existing new challenges. To deal with this, a number of countries have initiated the implementation of educational reform. This article discusses educational reformation programs conducted in two countries which have a different background as well as different ideology, social, economic, political, and geographical circumstances i.e., Singapore and Indonesia. Some of the main educational reform agendas in Singapore are Teach less, Learn More; Thinking School, Learning Nation, and School Excellent Model. Meanwhile, educational reform programs in Indonesia are conducted through educational decentralization within the framework of school-based management, School-level Curriculum, and the 2013 curriculum and teacher certification. It can be understood that Singapore has succeeded in conducting educational reform. This can be seen from the quality of Singapore's education which has been ranked high in achieving the benchmark of international education standard. Meanwhile, Indonesia still needs to struggle to achieve the desired outcomes of educational reform agendas. The differing result of educational reform revealed in these two countries resulted from different backgrounds of the countries. Thus, it can be concluded that there are a number of factors influencing the success of educational reform agendas in a country.

Embedded, Emboldened, and (Net)Working for Change: Support-Seeking and Teacher Agency in Urban, High-Needs Schools

2010 ◽  
Vol 80 (4) ◽  
pp. 541-573 ◽  
Author(s):  
Lauren Anderson
Keyword(s):  
School Change ◽  
Early Career ◽  
Support Network ◽  
Teacher Agency ◽  
School Based ◽  
Network Diversity ◽  
Support Seeking ◽  
High Needs Schools ◽  
Career Teacher

In this article, Lauren Anderson takes an inductive approach to the study of teacher agency, specifically considering who supports teachers, and how, in their efforts to advance equity in urban, high-needs schools. Drawing from a larger research project,Anderson focuses on a multiyear case study of one early-career teacher and incorporates social network and ethnographic methods to investigate relationships among the teacher's support network, her participation in school change efforts, and her career decisionmaking. In doing so, Anderson addresses the potential for network diversity,particularly the presence of supportive school-based and beyond-school ties, to serve as resources for school change, teacher retention, and the construction of school-community social capital.

scholarly journals Agents pedagogical: Bootstrapping reflexive practice through the psychological resources of self-agency

2016 ◽  
Vol 7 (2) ◽  
pp. 79-96
Author(s):  
Effie Maclellan
Keyword(s):  
Educational Reform ◽  
Professional Learning ◽  
Conceptual Analysis ◽  
Self Regulation ◽  
Decision Makers ◽  
Teacher Cognition ◽  
Self Determination ◽  
Teacher Agency ◽  
Psychological Resources ◽  
Reflexive Practice

Abstract Two different strands of evidence coalesce to give rise to the issue of concern in this paper. Firstly, proposals for educational reform assert that teacher- -agency is necessary for effective reform. Indeed it is argued that it is agency which drives the construction/reconstruction of professional knowledge, to influence and transform work practices. Secondly, the emphasis on teacher cognition marks a departure from teaching being characterised in terms of observable behaviours and gives way to teaching being construed as thoughtful behaviour. Nowadays, teachers are understood not merely as mechanical implementers of external prescription but as active decision-makers who interpret what they read/are told through their own conceptual lenses. Given the importance of teachers in their own professional learning, and the centrality of teacher cognition as the conduit through which they plan and enact pedagogical activities, it is a non-trivial matter to understand the dynamics at play in being an agentic teacher. Using a lens of psychological literature, this conceptual analysis explores how the tools of self-efficacy, self-regulation, and self-determination interact with reflexive practice.

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