As an educator, I have always been aware that one feature of my role, was change. Not necessarily change on a global or national scale, but rather, introducing and implementing small steps of change in my daily practices .
Encouraging students to be success instead of doing poorly in their academic lives; changing how culture stereotypes may not always live up to their hype; change in the assumptions and expectations that learners have in regard to their lives after the (relative) safety of classrooms. These are mere examples that every educator will recognise in their teaching practices. Sharing regular changes in perspective and attitudes are embedded in the role of educators.
In recent years my role as an agent of change has broadened both in scope and scale. It has become easier for me to train teachers in developing countries, for instance. It is easier to collaborate and cooperate across borders as well.
In my mind, it is also more urgent, more necessary to participate and engage in the changes happening within the eduscape. Not all is necessarily positive within the world/s of EdTech, for instance, but one needs to be aware of what is taking place in order to make the best informed decisions. When it comes to changing teaching practices, it has always been my belief that positive, constructive change happens from the grassroots upwards. Participants themselves must bring about the change they require, the change they wish to see implemented and spread in their educational institutions.
It is in this sense that I’d like to point out how at TAMK, teachers are actively engaging in such a process of grassroot discussion and action for change.
Successful change needs to begin from the bottom upwards. Successful change requires cooperation – whether across departments in an institution or across borders. In today’s world, multidisciplinary approaches are necessary for changing problems into solutions. That is especially vital for supporting teachers as well.
One constantly comes across how education in Finland leads the world. There are many diverse reasons for that. However, putting into practice what one believes in, pulling together internal resources for change, is one approach that exists in Finland. One program that reaches out to the world is explained here by Mark Curcher. Digitmentorit is another example of how education and training in Finland differs and achieves the quality it is known for.
Finding a way to accomplish transformational education lies in the will to achieve.
Winter apples do not need to be objects of desire, kept out of reach.
Change is not an elusive, imaginary process. Change is here, change is now.
Change is knowing that there are no limits when there is a will to change.
What changes are you engaging in now throughout 2016?
Finding a Way – George Couros