Abstract
This very mixed collection of articles provides some illustrations of how value issues permeate apparently technical changes: it is inadequate to regard values as some kind of add on after the technical decisions have been taken.
The first article, by a team from Scotland and Singapore organised by Pete Allison (Edinburgh), looks at the increasing popularity of project-based learning as a teaching method. It demonstrates how successful implementation of this initiative depends on clarity about educational aims. This particular study involves use of this method in the context of residentials, designed partly to develop understanding of, and attitudes to, health and wellbeing. Like other ‘open architecture’ approaches to organising learning, it creates the space for a richer and more authentic reflection by learners on prior knowledge and activity, and a more holistic ‘head, heart and hands’ impact on their future lives.
The gap between university- and school-based components of initial teacher education is a longstanding issue. The article by Sue Hudson and colleagues (Australia) reports and evaluates one particular initiative for final year students. It emphasises the importance of mentoring and situated learning, given the complexity of the role facing beginner teachers. The challenges include both navigating the structures and functions of a school, and planning, in reflective ways, to reach out to pupils of varying ages and interests. This initiative is seen as a contribution to stemming the loss of early-career teachers.
Denise Mifsud, from Malta, draws on Foucault’s ideas as ‘thinking tools’ to explore the introduction of multi-site collaboratives (called ‘colleges’) comprising neighbouring primary and secondary schools. Despite the good intentions of encouraging networking and the rhetoric of ‘professional learning communities’, the initiative has been differently accepted and interpreted, and headteachers from various schools have positioned themselves variously within it. Lurking behind this, there appears to be limited agreement at a values level, which appears to fracture attempts at greater technical or managerial cohesion.
The final articles unpack some of the complexities and contradictions of schooling in Finland. Juha Hakala and colleagues explore the distortions and inflections of the term ‘creativity’ within a fundamentally neoliberal policy environment. They look at the various interpretations of this term, including a greater emphasis on arts and technology subjects and an emphasis on innovative attitudes in other curriculum subjects. Overwhelmingly, the need for greater ‘creativity’ is framed in terms of ‘innovation’ in a technologically advanced economy.
Kirsi Pyhältö and colleagues look at an unusual bullying question: bullying which is targeted at teachers – and by this, they mean by colleagues rather then difficult pupils. This is a problem which, from crime fiction, we are used to associating with occupations such as the police, but this article looks at manifestations among teachers. Examples include mocking, threats, harassment, spreading rumours, social isolation, withholding necessary information and favouritism. The occurrence of this hidden professional problem is related to exhaustion and teacher turnover, as well as creating a positive ethos for pupils.
Finally, an extended review essay, concerning various recent books which deal in their different ways with the currently popular notion of ‘evidence-based practice’. In various countries, teachers are being encouraged to imitate ‘evidence-based medicine’ as if this meant following cookbook recipes for ‘effective teaching’. This essay takes a critical look at such advice, including recent critiques from medical practitioners. It is not a question of ignoring evidence, but of recognising the need for situated professional judgement. The essay also provides reasons for resisting the blinkered notion that the only valuable research is randomised controlled trials (RCT) and consequent meta-analyses.