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| Titre : | Learning for and realising curriculum aspirations through schools as learning organisations (2020) |
| Auteurs : | Claire Sinnema ; Louise Stoll |
| Type de document : | Article : document électronique |
| Dans : | European Journal of Education (vol. 55, n° 1, March 2020) |
| Article en page(s) : | pp. 9-23 |
| Langues: | Anglais |
| Catégories : |
Thésaurus CEREQ SYSTEME EDUCATIF ; POLITIQUE DE L'EDUCATION ; INGENIERIE DE LA FORMATION ; ENSEIGNANT ; METIER DE LA FORMATION ; EVOLUTION DES QUALIFICATIONS ; APPROCHE PAR LES CAPABILITES ; FORMATION TOUT AU LONG DE LA VIE ; ETABLISSEMENT D'ENSEIGNEMENT ; CHEF D'ETABLISSEMENT ; ORGANISATION DU TRAVAIL ; PROJET D'ETABLISSEMENT ; GESTION DES CONNAISSANCES ; PROJET PEDAGOGIQUE ; FORMATION PROFESSIONNELLE EN ENTREPRISE |
| Résumé : | How can schools as learning organisations support the realisation of a new curriculum's aspirations? This article describes four common and interrelated challenges—depth, spread, reach, and pace—associated with enacting a new curriculum. It then argues that curriculum capital represented by schools and practitioners that address these challenges and meet associated learning demands—commitment, knowledge, understanding and capability—is essential to ensure that curriculum aspirations are realised. We propose that schools that are learning organisations create the kinds of conditions necessary for responding to the challenges and learning demands. In such schools the considerable individual, collaborative and collective learning needed at many levels is recognised. We highlight how each of the four challenges might be addressed by seven dimensions and four transversals of schools as learning organisations, while recognising that task will be more feasible in systems that are also learning and providing supportive conditions. |
| Document Céreq : | Non |
| En ligne : | https://doi.org/10.1111/ejed.12381 |
