ChapterPDF Available

Educating the Future Learner: Reflecting on practice to initiate pedagogical change

July 2016

In book: Leading School Improvement :A focus on the work of the school leader (pp.125-141)
Edition: 1st
Chapter: Six
Publisher: Oxford Global Press
Editors: Ken Sell, David Lynch, Tina Doe

Authors:

Australian College of Researchers

The importance of preparing learners for the globalized world is being realized by school leaders, teachers, parents and national policymakers all around the world. The flow on impact has seen the introduction of international education programs in schools becoming increasingly popular as education agencies strive to increase their international assessment ratings. In a rapidly evolving, technology-mediated global world, students must not only possess strong skills in areas such as literacy, mathematics and science, but they must also be adept at skills such as critical thinking, problem solving, persistence, collaboration and curiosity. All too often, however, students in many countries are not attaining these skills. In this context, (ie countries with redundant teaching pedagogies, lack of teacher advancement and poor performance as identified by international assessments) this chapter offers insight into how schools are addressing the issue of skills gaps.

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Educating the Future Learner: Reflecting on Practice to Initiate Pedagogical Change

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Jake Madden

The importance of preparing learners for the globalized world is being realized by school leaders, teachers, parents and national policymakers all around the world. The flow on impact has seen the introduction of international education programs in schools becoming increasingly popular as education agencies strive to increase their international assessment ratings. In a rapidly evolving, ... [Show full abstract] technology-mediated global world, students must not only possess strong skills in areas such as literacy, mathematics and science, but they must also be adept at skills such as critical thinking, problem solving, persistence, collaboration and curiosity. All too often, however, students in many countries are not attaining these skills. In this context, (ie countries with redundant teaching pedagogies, lack of teacher advancement and poor performance as identified by international assessments) this chapter offers insight into how schools are addressing the issue of skills gaps.

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