Pub Date : 2020-01-24DOI: 10.5772/intechopen.89093
Iliana Rodríguez Santibáñez, G. L. Montiel
Contemporary societies face challenges that come from competition, dyna-mism, and change, where people and students, in particular, embrace attitudes and practices that are different from those that their parents and teachers share. Change in educational models for facing those challenges implies a different know-how and also different abilities that teachers have to develop, in order for them to lead students into new way for learning. What kind of transformational and integrative leadership is needed for professors to create conditions and abilities that will help their students to face the challenges for the future in a developing country? In this chapter, we aim to provide proof of how the most important private university in Mexico, the Tecnológico de Monterrey, has changed not only an educational model but also an inspiring and transforming leadership-oriented model for teachers for change. Projects and new teaching abilities are needed, but also a sense where the professor gets a more flexible role, contributing for creating and working with scientific knowledge.
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Pub Date : 2019-12-22DOI: 10.5772/intechopen.90564
S. Komba, R. J. Mwakabenga
This chapter is about teacher professional development in Tanzania. The authors have examined the current status of teacher professional development in Tanzania, focusing on predominant perspectives on the concept and provision modalities. In addition, the authors have identified challenges facing teacher professional development in Tanzania, most of which seem to be systemic. The challenges include lack of explicit policy and guidelines for teacher professional development, limited knowledge on teacher professional development among teacher professional development stakeholders, predominance of traditional approach to teacher professional development, and ineffective organization of teacher professional development activities. It is, thus, concluded that a number of opportunities are available for effective teacher professional development in Tanzania. These include strengthening the available institutions responsible for teacher professional development, making use of different teacher professional development providers available in the country to promote professional development activities for teachers through a harmonized scheme and capitalizing on the use of different communication networks and the national optic fiber to promote self-directed teacher professional development.
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Pub Date : 2019-12-14DOI: 10.5772/intechopen.90563
Süleyman Davut Göker
Our world has been introduced with strong changes leading to transformation from agricultural society to industrial society innovating more advancement in IT and innovation called as the Economy 4.0 era. These changes have also introduced new challenges for teachers and learners in educational settings. This shift gives students new tasks to take greater ownership of their own learning within the change processes of their learning communities and schools and, in the long run, to initiate more actively in the democratic processes and systems of their civic society. This type of ownership requires students to be reflective and autonomous. In other words, reflection gives students a chance to self-evaluate their learning practices making them rethink on their actual learning practices. Providing an overview of the existing evidence and theoretical approaches in relation to student forms of leadership and including an evidence review of enablers of student leadership and barriers to student leadership, this paper highlights the road map for institutions of education and policymakers to adopt and adapt to this change. As the need for innovative teaching technologies and better learning opportunities is transforming student demands, thus bringing in changes to the idea of learning itself. It also includes a brief description of how reflection in Education 4.0 should be framed to support learning management, which must respond to the changes in social and economy environment to cater the human capital need. Finally, it concludes with how learning communities according to Education 4.0 are promoted providing readers with a broad overview of student leadership presenting some practices of student voice, participation, and leadership implemented by schools.
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Pub Date : 2019-09-26DOI: 10.5772/intechopen.88670
D. Belet
The mainstream management education is still based on the MBA concept invented in the USA more than half a century ago. Its recent revamping with IT and IA applied to the traditional management disciplines, presented as the new management panacea, has not really changed the traditional profiles of the graduated managers (even those from the most prestigious business schools) which are too often exhibiting poor human and interpersonal competences as well as weak creativity and real innovative capabilities especially in the area of leadership practices. A new management education model is needed in order to far better answer to present and future managerial and organizational challenges of the corporate world. We advocate an alternative action learning-based model. This approach deals with real and complex business issues and proceeds with a powerful questioning process in small groups or teams of diverse persons. It allows to much better develop the individual competences or soft skills required today to become a great effective manager-leader. Some very positive experiences of this action learning-based management education model already exist, such as the Finnish Team Academy that we mention to illustrate this new model.
{"title":"Renewing Management Education with Action Learning","authors":"D. Belet","doi":"10.5772/intechopen.88670","DOIUrl":"https://doi.org/10.5772/intechopen.88670","url":null,"abstract":"The mainstream management education is still based on the MBA concept invented in the USA more than half a century ago. Its recent revamping with IT and IA applied to the traditional management disciplines, presented as the new management panacea, has not really changed the traditional profiles of the graduated managers (even those from the most prestigious business schools) which are too often exhibiting poor human and interpersonal competences as well as weak creativity and real innovative capabilities especially in the area of leadership practices. A new management education model is needed in order to far better answer to present and future managerial and organizational challenges of the corporate world. We advocate an alternative action learning-based model. This approach deals with real and complex business issues and proceeds with a powerful questioning process in small groups or teams of diverse persons. It allows to much better develop the individual competences or soft skills required today to become a great effective manager-leader. Some very positive experiences of this action learning-based management education model already exist, such as the Finnish Team Academy that we mention to illustrate this new model.","PeriodicalId":47905,"journal":{"name":"Educational Leadership","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2019-09-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.5772/intechopen.88670","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45757256","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2019-09-18DOI: 10.5772/intechopen.89260
H. Senol
The role of educational leaders has been undergoing many changes in the era of globalization due to diverse needs and expectations of the stakeholders of education. This increases the need for professional development of educational leaders to fulfill their roles. Educational leaders have high impact on shaping school culture, school improvement, student learning, and achievement, so that their professional development is critical to their continued success as leaders. Educational leaders who participate in professional development programs update and extend their knowledge and improve their performance on the job by applying new knowledge and skills to implement the best educational practices in schools. This book chapter intends to provide reader with a comprehensive overview of expected responsibilities and features of school leaders in the context of the different models of educational leadership and also presents a review of the articles about the need for professional development of educational leaders and finally gives professional development ideas which will help school leaders continue to strengthen their practices throughout their career.
{"title":"Professional Development of Educational Leaders","authors":"H. Senol","doi":"10.5772/intechopen.89260","DOIUrl":"https://doi.org/10.5772/intechopen.89260","url":null,"abstract":"The role of educational leaders has been undergoing many changes in the era of globalization due to diverse needs and expectations of the stakeholders of education. This increases the need for professional development of educational leaders to fulfill their roles. Educational leaders have high impact on shaping school culture, school improvement, student learning, and achievement, so that their professional development is critical to their continued success as leaders. Educational leaders who participate in professional development programs update and extend their knowledge and improve their performance on the job by applying new knowledge and skills to implement the best educational practices in schools. This book chapter intends to provide reader with a comprehensive overview of expected responsibilities and features of school leaders in the context of the different models of educational leadership and also presents a review of the articles about the need for professional development of educational leaders and finally gives professional development ideas which will help school leaders continue to strengthen their practices throughout their career.","PeriodicalId":47905,"journal":{"name":"Educational Leadership","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2019-09-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.5772/intechopen.89260","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46451300","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2015-09-01DOI: 10.4135/9781452275406.n35
A. Kohn
To begin, let’s consider what we might ask our students. The least interesting questions are those with straightforward factual answers. That’s why a number of writers have encouraged the use of questions described variously as “true” (Wolf, 1987), “essential” (Simon, 2002), “generative” (Perkins, 1992; Perrone, 1998), “guiding” (Traver, 1998), or “fertile” (Harpaz & Lefstein, 2000). What the best of these share is that they’re open-ended. Sometimes, in fact, no definitive right answer can be found at all. And even when there is one – or at least when there is reason to prefer some responses to others – the answer isn’t obvious and can’t be summarized in a sentence.
{"title":"Who's Asking?.","authors":"A. Kohn","doi":"10.4135/9781452275406.n35","DOIUrl":"https://doi.org/10.4135/9781452275406.n35","url":null,"abstract":"To begin, let’s consider what we might ask our students. The least interesting questions are those with straightforward factual answers. That’s why a number of writers have encouraged the use of questions described variously as “true” (Wolf, 1987), “essential” (Simon, 2002), “generative” (Perkins, 1992; Perrone, 1998), “guiding” (Traver, 1998), or “fertile” (Harpaz & Lefstein, 2000). What the best of these share is that they’re open-ended. Sometimes, in fact, no definitive right answer can be found at all. And even when there is one – or at least when there is reason to prefer some responses to others – the answer isn’t obvious and can’t be summarized in a sentence.","PeriodicalId":47905,"journal":{"name":"Educational Leadership","volume":"73 1","pages":"16-22"},"PeriodicalIF":0.0,"publicationDate":"2015-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"70595133","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
{"title":"Leadership in Challenging Times.","authors":"Elizabeth A. City","doi":"10.4324/9781315627786-7","DOIUrl":"https://doi.org/10.4324/9781315627786-7","url":null,"abstract":"","PeriodicalId":47905,"journal":{"name":"Educational Leadership","volume":"70 1","pages":"10-14"},"PeriodicalIF":0.0,"publicationDate":"2013-04-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"70653498","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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