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Search Results (3)

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Keywords = global educational reform movement

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26 pages, 18583 KiB  
Article
Transforming Pedagogical Practices and Teacher Identity Through Multimodal (Inter)action Analysis: A Case Study of Novice EFL Teachers in China
by Jing Zhou, Chengfei Li and Yan Cheng
Behav. Sci. 2025, 15(8), 1050; https://doi.org/10.3390/bs15081050 - 3 Aug 2025
Viewed by 243
Abstract
This study investigates the evolving pedagogical strategies and professional identity development of two novice college English teachers in China through a semester-long classroom-based inquiry. Drawing on Norris’s Multimodal (Inter)action Analysis (MIA), it analyzes 270 min of video-recorded lessons across three instructional stages, supported [...] Read more.
This study investigates the evolving pedagogical strategies and professional identity development of two novice college English teachers in China through a semester-long classroom-based inquiry. Drawing on Norris’s Multimodal (Inter)action Analysis (MIA), it analyzes 270 min of video-recorded lessons across three instructional stages, supported by visual transcripts and pitch-intensity spectrograms. The analysis reveals each teacher’s transformation from textbook-reliant instruction to student-centered pedagogy, facilitated by multimodal strategies such as gaze, vocal pitch, gesture, and head movement. These shifts unfold across the following three evolving identity configurations: compliance, experimentation, and dialogic enactment. Rather than following a linear path, identity development is shown as a negotiated process shaped by institutional demands and classroom interactional realities. By foregrounding the multimodal enactment of self in a non-Western educational context, this study offers insights into how novice EFL teachers navigate tensions between traditional discourse norms and reform-driven pedagogical expectations, contributing to broader understandings of identity formation in global higher education. Full article
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15 pages, 239 KiB  
Article
Re-Imagining Leadership Roles beyond the Shadow of Bureaucracy
by Lisa Catherine Ehrich and Fenwick Walter English
Educ. Sci. 2024, 14(3), 331; https://doi.org/10.3390/educsci14030331 - 20 Mar 2024
Viewed by 3194
Abstract
The aim of this conceptual paper is to revisit the relationship between leadership and bureaucracy. The dominant and unquestioned way of thinking about leadership is to equate it as an undertaking exercised by leaders, those officers who occupy hierarchical positions in organizations. For [...] Read more.
The aim of this conceptual paper is to revisit the relationship between leadership and bureaucracy. The dominant and unquestioned way of thinking about leadership is to equate it as an undertaking exercised by leaders, those officers who occupy hierarchical positions in organizations. For example, senior leadership and middle leadership in schools are often associated with formal hierarchical roles played by senior and middle leaders. However, it can be argued that this perspective is problematic, not only because it is leader-centric but also due to its limitations in explaining the phenomenon of leadership. In order to understand the relationship between leadership and bureaucracy and leadership outside of bureaucracy, the paper reviews some of the extant literature in the field, including a brief history of bureaucracy, its pervasiveness in educational institutions, and current neo-liberal policies and reforms that function effectively within bureaucratic structures. An important contribution of the paper is a synoptic conceptual model that brings together three worldviews or archetypes pertaining to bureaucracy. These are a hard-edged view (system first, people second), a soft-edged view (people first, system second) and a third worldview (issue first, people second, system third). The third worldview signals a departure from the first two archetypes as it is an illustration of leadership outside the confines of bureaucracy. Full article
(This article belongs to the Special Issue Critical Issues for Senior, Middle and Other Levels of Leadership)
11 pages, 740 KiB  
Article
The 21st Century Reforms (Re)Shaping the Education Policy of Inclusive and Special Education in Finland
by Raisa Ahtiainen, Jonna Pulkkinen and Markku Jahnukainen
Educ. Sci. 2021, 11(11), 750; https://doi.org/10.3390/educsci11110750 - 19 Nov 2021
Cited by 10 | Viewed by 9467
Abstract
In recent decades, an essential global aim of the reforms of special education has been the promotion of inclusive education. This article discusses the implementation of reforms with a focus on tiered support systems in the context of Finnish comprehensive school education. Based [...] Read more.
In recent decades, an essential global aim of the reforms of special education has been the promotion of inclusive education. This article discusses the implementation of reforms with a focus on tiered support systems in the context of Finnish comprehensive school education. Based on earlier literature, legislation, and administrative documents, we provide a background for Finnish education policy and special education reforms. The focus of this article is on the description of parallel reforms targeting the re-structuring of the systems around support for students and funding of education in the 2010s. We discuss the processes leading to these reforms and the reforms themselves. In addition, we discuss their implications for the organization of the tiered support system. Finally, we highlight some challenges of reform implementation and the current education policy’s movements towards inclusive education. Full article
(This article belongs to the Special Issue Special Education Policy and Politics)
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