99. Emerging Researchers' Group (for presentation at Emerging Researchers' Conference)
Paper
The challenges of public schools in Portugal: An epistemological approach to the Student and Teacher Profile in the 21st Century
Susana Oliveira
Lusofona University, Portugal
Presenting Author: Oliveira, Susana
This study is part of a PhD program on teachers’ professional role on curriculum change, in Portugal, since the Law-Decree n.º55/2018 (Ministério da Educação, 2018), and the implemented new goals for education, following the OECD (2019), UNESCO (2021), and European Union guidelines for the XXI century education. This research is an epistemological approach, focused on the development of a new agenda for education.
Today’s education goals are scored through key-competences, that students must learn until de end of compulsory school age (Ministério da Educação, 2017), measured by international systems for assessment: as PISA and TIMSS (Schleicher, 2018; Robertson, 2022; Teodoro, 2022), and other evidence-based assessment strategies (Biesta, 2017).
Teachers are called to be agents of these change (OECD, 2019), but at same time, they also must follow prescriptive methods to teach (Priestley et al. 2015). They also must have competences to deliver this new educational paradigm, acting as instructors on a learning competence, where what counts is social-economic and technological future for the XXI century (Biesta, 2022; Robertson, 2022).
Biesta (2017; 2022) and Giroux (2022) argue that the perception of teacher as instructors, following orders, doesn’t leave space for critical action. Education assumes a submiss role, working to satisfy society needs, and the will of consumerism: with students as consumers of the product of a fast-food education that, according with Biesta (2022), is based on a “learnification”, in which teachers don’t do what education should do: bring new knowledge to students.
As Biesta & Säfström (2023) and Giroux (2022) write, this concept of education goes against what is democratic public systems, subverting what Dewey (2018) said it should be the relationship between education and society: a bilateral relationship, instead of what it is now. Unilateral, with education taking orders from society, assuming students as objects (of assessment) instead of subjects, that have to learn to be in the world (Biesta, 2022).
OECD (2005) understands teachers as an important agent to fulfill the anticipator project for the future of education. Bandura´s (1997) definition for agency is an act of someone that produces an effect in society. Priestley et al. (2015) developed the Ecological Model for Teacher Agency in which they state that there are three dimensions interrelated dimensions in teacher agency: the present conditions and the past experiences influence teachers’ perceptions for their action and what they see education in the future.
Teachers are important actors in education, as Freire’s (1997) argues. They must have the autonomy to decide what’s best for their student’s knowledge growth, they must flourish their student critical consciousness (Freire, 2021).
The purpose of this study is to contribute for the development of the public democratic education, grounded on social justice values, where students are allowed to develop their comprehension of the world and themselves. Where school act on behalf of the purpose for what is grounded as a public institution, and teachers have an important role.
This study is focused on a critical analysis of the Portuguese curricular documents from the period of 2017 to 2023, analysis of the epistemological principles subjacent of this curricular change (Ministério da Educação, 2017; 2018a; 2018b), what do they understand as the student’s profile to be developed by teachers, to respond to this new professionals demands (Giroux, 2004), it´s relation with the Essential Learnings (Ministério da Educação, 2017), what should be the teachers profile for the school and students education success.
Methodology, Methods, Research Instruments or Sources Used This research is an epistemological approach, focused on a critical analysis of Portuguese actual system practices between the period 2017 to 2023, and its background is international educational reference documents (OECD, 2019; UNESCO, 2021), through Biesta´s World-Centred Education approach, for the promotion of a democratic, humanist school, focused on bringing knowledge to students.
The methodology comes from an epistemological paradigm, socio-critic from Habermas (Cohen et al. 2018), that reflects on the OECD anticipatory political ideology, for the economical and sustainable development. The object of the study is characterized by its subjectivity analyzed according with Biesta paradigm with the purpose of educate, and school social role, the purpose of education, what is the human being relation with the world.
The study also has a qualitative research basis, focused on a sociocritical and transformative paradigm (Coutinho, 2018), supported by the critical theory of Biesta (2022), through a solid literature review, to reflect on anticipatory policies from international organizations for education (OECD and UNESCO), and the Portuguese policy documents referenced before, that will be critically analyzed through Biesta´s (2022) approach, Freire´s (1997; 2021) autonomy and critical consciousness perception, and Priestley et al., (2015) teacher agency ecological model.
Conclusions, Expected Outcomes or Findings The result of the literature review will contribute to ground the theory for empirical research to build the script for the interviews schedule for the following part of the research with actors from the political, teachers, and researchers from the education field.
ReferencesBandura, A. (1997). Self-Efficacy: The exercise of control. W. H. Freeman and Company.
Biesta, G. (2017). The Future of Teacher Education: Evidence, Competence or Wisdom? In M. Peters, B. Cowie, & I. Menter (Eds.), A Companion to Research in Teacher Education (pp. 435–454). Springer. https://doi.org/10.1007/978-981-10-4075-7
Biesta, Gert. (2022). World-Centred Education: A View for the Present. https://doi.org/10.4324/9781003098331
Cohen, L., Manion, L., & Morrison, K. (2018). Research Methods in Education (8th ed.). Routledge.
Pereira Coutinho, C. (2018). Metodologia de Investigação em Ciências Sociais e Humanas: Teoria e Prática. Almedina.
Dewey, John (2018). Democracy and Education: An Introduction to the Philosophy of Education. Myers Education Press.
Freire, Paulo. (1997). Autonomia: Saberes Necessários à Prática Educativa. Paz e Terra.
Freire, P. (2023). Education for critical consciousness. (3a) Bloomsbury.
Giroux, H. A. (2004). Cultural Studies, Public Pedagogy, and the Responsability of Intellectuals. Communication and Critical/Cultural Studies, 1(1), 59–79. https://doi.org/10.1080/1479142042000180935
Giroux, H. (2020). On Critical Pedagogy (2a). Bloomsbury.
Hossaye, J. (2015) Le triangle pédagogique: Les différentes facettes de la pédagogie (Pédagogies références) ESF Editeur.
Ministério da Educação. (2017a). Perfil dos Alunos à Saída da Escolaridade Obrigatória. https://dge.mec.pt/sites/default/files/Curriculo/Projeto_Autonomia_e_Flexibilidade/perfil_dos_alunos.pdf
Ministério da Educação. (2017b). Despacho n.o 5907/2017. Diário Da República , 2a série(128), 13881–13890. http://www.dge.mec.pt/sites/default/files/Curriculo/Projeto_Autonomia_e_Flexibilidade/despacho_5908_2017.pdf
Ministério da Educação. (2018). Decreto-Lei n.o55/2018. Diário Da Républica, 1a série, 2928–2943. https://dre.pt/dre/legislacao-consolidada/decreto-lei/2018-115645941
OECD. (2005). Teachers Matter: Attracting, Developing and Retaining Effective Teachers. https://www.oecd.org/education/school/34990905.pdf
OCDE. (2019). Well-being 2030 Action OECD. Future of Education and Skills 2030: A series of concept notes. https://www.oecd.org/education/2030-project/teaching-and-learning/learning/learning-compass-2030/OECD_Learning_Compass_2030_Concept_Note_Series.pdf
Prange, K. (2004). What kind of teachers does the schools need?: The relationship between profession, method, and teacher ethos. European Education, 36(1), 71–84. https://doi.org/10.1080/10564934.2004.11042351
Priestley, M., Biesta, G., & Robinson, S. (2015). Teacher Agency: An Ecological Approach (1a). Bloomsbury.
Unesco. (2021). Reimagining our Futures Together : a New Social Contract For Education. https://unesdoc.unesco.org/ark:/48223/pf0000379381
Robertson, S. L. (2022). Guardians of the Future: International Organizations, Anticipatory Governance and Education. Global Society, 36(2), 188–205. https://doi.org/10.1080/13600826.2021.2021151
Säfström, C. A., & Biesta, G. (2023). Introduction: The publicness of education. In The new publicness of education; democratic possibilities after the critique of neo-liberalism (1st ed., pp. 1–7). Routledge.
Schleicher, A. (2018). World Class: How to build a 21st-century School System. OECD. https://www.oecd.org/education/world-class-9789264300002-en.html
Teodoro, A. (2022). PISA and the limitations and risks of an OECD global governance program. Revista Lusofona de Educacao, 56(56), 45–64. https://doi.org/10.24140/issn.1645-7250.rle56.04
99. Emerging Researchers' Group (for presentation at Emerging Researchers' Conference)
Paper
Exploring the Practice and Challenges of PLCs in Professional Development for Middle Leaders
Ni Zhang
University of Glasgow, United Kingdom
Presenting Author: Zhang, Ni
The position and role of middle leaders (MLs) in educational institutions has attracted attention from researchers, policymakers, and practitioners worldwide, as they have been proven to have the potential to make strategic contributions to institutions (Bryant, 2019). Considering that MLs occupy critical positions providing important linkages upwards, across and downwards (Grootenboer, 2018), capacity building and professional development for MLs (PD for MLs) has become an emerging research direction. Existing research shows that PD opportunities and the effective experience of MLs in practice are limited (Bassett, 2016; Bassett & Shaw, 2018). Previous research highlighted that PD for MLs prioritises practical on-the-job experience over formal leadership training (Lillejord & Børte, 2019; Lipscombe et al., 2021). Bryant (2019) also confirmed that MLs build capacity by developing professional networks and establishing partnerships with NGOs, consultants, and other universities. In other words, collaboration and interaction are effective ways to realise PD for MLs.
The concept of professional learning communities (PLCs) comes from learning organisation (Senge, 1990) and community of practice theories (Wenger, 1998). As defined by Stoll et al. (2006), PLCs are the manner in which a group of people conduct an ongoing, reflective, collaborative, inclusive, learning-oriented, growth-promoting event to share and critically interrogate their practice. Although empirical evidence from different contexts has different manifestations and interpretations of PLCs, a consensus has been reached in the academic research field around the five characteristics of PLCs, involving shared values and vision; collaborative activities; reflective professional inquiry and dialogue; collective responsibility for student learning; de-privatised practice (Stoll et al., 2006; Vescio et al., 2008). The aforementioned characteristics have been widely recognised and used in different educational contexts. However, it should be noted that such existing studies focus on the role of PLCs in teacher professional development, while research that connects PLCs with the professional development for institutional members other than teachers, such as MLs, is limited.
In China, research that connects PLCs and PD for MLs is limited. In the few existing studies, MLs along with principals have been discussed in depth as vital factors affecting the PLCs and teacher professional development (Tang et al., 2023; Zhang et al., 2022; Bryant et al., 2020). Indeed, informal learning and PLCs have great potential in realising PD for MLs (Lillejord and Børte, 2019; Lipscombe et al., 2021). In this context, this study attempts to investigate PLCs’ practices in PD for MLs based on the Chinese context, which can enrich international educators’ understanding of the match or fit between the development of PLCs and their social culture (Stoll et al., 2006).
Methodology, Methods, Research Instruments or Sources UsedThis study reports on a qualitative phenomenological study of 4 Chinese higher vocational colleges (CHVCs) in Shandong Province, involving two stages.
In the first stage of the study, the researcher collected and screened policy texts issued by the central and Shandong provincial governments as well as institutional texts of sample colleges to quickly grasp the attitudes and initiatives of authoritative agencies and colleges towards PD for MLs and PLCs. In the second stage, the researcher further qualitatively examined the learning experiences of MLs in PLCs, using a snowball sampling strategy to identify 15 eligible MLs to complete two rounds of semi-structured interviews. The design of the interview outline was completed under the guidance of the basic situation mastered in the previous stage. During the interview process, the interview content and field notes were fully recorded. For confidentiality, pseudonyms are used for all interviewees.
All data for this study were collected and transcribed in Chinese, and then the grounded theory coding method was used as the data analysis method (Charmaz, 2014). The researchers re-read policy texts, interview transcripts, and field notes and used Nvivo to assist with data storage and analysis. During the initial coding phase, the researcher identified a series of procedural and descriptive codes (Saldaña, 2021). This stage aims to restore the real experience of MLs participating in PLCs. The researcher then re-recorded, analysed and reviewed the first round of coding and raw data, which were then combined to form emerging categories.
Conclusions, Expected Outcomes or FindingsResearch findings reveal that two types of PLCs that play a vital role in PD for MLs, traditional PLCs with well-articulated structure and position-based PLCs. A variety of well-structured PLCs provide MLs with formal learning opportunities across boundaries. Learning opportunities here focus on the teaching role and expert status of MLs. As collaboration and learning platforms, although the foundation and scope of PLCs are different, their purpose involves strengthening members’ capabilities. Through top-down promotion and regulation, collaborative activities in PLCs gradually achieve institutional development. This study emphasises that the dilemmas faced by traditional PLCs in PD for MLs include role deviation, content disconnection, and controlled operation.
In addition, there is a type of bottom-up PLCs in the Chinese hierarchical context to support PD for MLs, which can be conceptualised in terms of shared vision for institutional governance and development, collective endeavours and responsibility for institutional development, collaborative and mutual professional activities, de-privatised exchange of experiences, reflective deliberations and explorations. This study specifically proposes that this type of PLCs has the MLs-driven and position-based nature of PLCs and exist outside the bureaucratic structure in educational institutions. Such PLCs are proven to hold promise in areas wherein traditional contrived communities have fallen short, particularly when maintaining an equilibrium between bureaucratic learning mandates and authentic learning needs for routine work. In addition, this study also identified potential barriers to the development of position-based PLCs involving institutional leadership, structural and cultural conditions. By explaining the practices and effects of PLCs in PD for MLs, this study aims to investigate the characteristics of PLCs in different contexts and scenarios, which assumes major significance in both centralised and devolved systems. It adds to the growing knowledge base about PLCs and also informs international educators who are interested in promoting PLCs practices.
ReferencesBassett, M. (2016). The role of middle leaders in New Zealand secondary schools: Expectations and challenges. Waikato Journal of Education, 21(1).
Bassett, M., & Shaw, N. (2018). Building the confidence of first-time middle leaders in New Zealand primary schools. International Journal of Educational Management, 32(5), 749-760.
Bryant, D. A. (2019). Conditions that support middle leaders’ work in organisational and system leadership: Hong Kong case studies. School Leadership & Management, 39(5), 415-433.
Bryant, D. A., Wong, Y. L., & Adames, A. (2020). How middle leaders support in-service teachers’ on-site professional learning. International journal of educational research, 100, 101530.
Charmaz, K. (2014). Constructing grounded theory. sage.
Grootenboer, P. (2018). The practices of school middle leadership. Springer.
Lillejord, S., & Børte, K. (2019). Middle leaders and the teaching profession: building intelligent accountability from within. Journal of Educational Change, 21(1), 83-107.
Lipscombe, K., Tindall-Ford, S., & Lamanna, J. (2021). School middle leadership: A systematic review. Educational Management Administration & Leadership, 51(2), 270-288.
Saldaña, J. (2021). The coding manual for qualitative researchers. The coding manual for qualitative researchers, 1-440.
Stoll, L., Bolam, R., McMahon, A., Wallace, M., & Thomas, S. (2006). Professional Learning Communities: A Review of the Literature. Journal of Educational Change, 7(4), 221-258.
Tang, J., Bryant, D. A., & Walker, A. D. (2023). In search of the middle influence: how middle leaders support teachers’ professional learning. Educational Research, 65(4), 444-461.
Vescio, V., Ross, D., & Adams, A. (2008). A review of research on the impact of professional learning communities on teaching practice and student learning. Teaching and Teacher Education, 24(1), 80-91.
Wenger, E. (1998). Communities of practice: Learning as a social system. Systems thinker, 9(5), 2-3.
Zhang, X., Wong, J. L., & Wang, X. (2022). How do the leadership strategies of middle leaders affect teachers’ learning in schools? A case study from China. Professional Development in Education, 48(3), 444-461.
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