Akadēmiskais centrsTransformative Dimensions of Educational Change Context [PDF]
Kristīne Niedre-Lathere, Alīda Samuseviča
Liepaja University, Latvia
Abstract: Nowadays in the changeable life conditions it is essential to analyse and understand the synergy of intervention sets for a successful procedure of educational processes in order not to create conditions and situations when incompatibility of opinions and points of view in the action and outcomes can be noticed, which is hard to be justified with the quality indicators and positive performance. This applies both to the practising teachers’ capacity arsenal and the need for teacher training programme renewal. The focus of responsibility of socialization agents’ interaction, their needs and values are changing in the educational cultural space and organization. In pedagogy and its processes there has always been the risk of resilience in changing the paradigms of subjects’ thinking which is deepened in the transformation conditions by the presence of digitalization. The authors of the article analyses how the educational development tendencies are related to the need for quality cooperation, attitude and personal responsibility issues during the teacher training process.
The goal of the research is to study, analyse and model the change agent strategies and educational reform implementers’ professional competences for the development of pedagogical components of transformable quality cooperation in the teacher training process renewal.
In the publication the aspects of the education system have been raised, analysing the current offer of the teacher training study programmes and their quality, emphasizing the impact of the socio-economic status, as well as the significance of school as an organizational culture, the need for professional pedagogical self-development motivation and compliance of the educational standards and content settings with the reforms. The data obtained during the pedagogical practice confirm that the vision of the potential action is not sufficient, there have to be the strategies of Specific Measurable Relevant and Time-bound (SMART) model which help to transform the current approaches and quality education process in development. Unfortunately, it has been proven in practice that lots of intentions to improve the education system cannot be implemented successfully, as the platform of the processes and activities to be implemented have not been in synergy with the education policy implementers and decision makers. The reason for that is the lack of interests, confidence, motivation and awareness of risks for all agents involved in the process of changes: teaching staff, students, pupils, teachers and parents.
Keywords: agents, cooperation, education, qualities, risk, strategy, transformation.
https://doi.org/10.22364/htqe.2021.20
In: Human, Technologies and Quality of Education, 2021 = Cilvēks, tehnoloģijas un izglītības kvalitāte, 2021
Rīga, University of Latvia, 2021. 1148 p. Ed. L. Daniela
https://doi.org/10.22364/htqe.2021
ISBN 978-9934-18-735-3