Geraldine Mooney Simmie and Manfred Lang

2012 October

What's Worth Aiming for in Educational Innovation and Change?

Chapter 10: Educational Innovation and change as a deliberative discourse across borders of educational systems in Europe: a cross-national analysis of GIMMS findings

Waxmann

Munster Berlin and New York

Published

1

curriculum innovation teacher professional learning science education

This chapter considers the background and context for this study and the evolving theoretical framework that regarded educational innovation and change as pedagogical and political text (Aronowitz & Giroux, 1991; Pinar et al., 2008; Mc Laren 1991a). Mentoring relationships between teachers and others within the extended discourse of the study were set within a democratic values and principles (Mooney Simmie and Moles, 2011). Using this critical education framework research findings, transcripts from interviews, minutes of team meetings, surveys and reflective journals were then analysed. Findings indicate that for educational innovatiojn and change to be realised a number of sustainable 'structures', 'supports', 'thinking time', and 'public spaces' that cross borders need to be provided.

978-3-8309-2747-1

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http://waxmann.ciando.com/ebook/bid-476628-what-s-worth-aiming-for-in-educational-innovation-and-change-democratic-mentoring-as-a-deliberative-border-crossing-discourse-for-teacher-education-in-austria-czech-republic-denmark-germany-ireland-and-spain.html?CFID=70a32a70-fca5-487b-866f-9a66fac72d45&CFTOKEN=0&jsessionid=4BC7C7893D21D3136D3AC06DC1B65BEF

European Commission Grant Awarded GIMMS 128749-CP-1-2006-1-IE-Comenius-C21