THE TEACHER AND THE COMMUNITY LECTURE #1.pptx

THE TEACHER AND THE COMMUNITY LECTURE #1.pptx

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  THE TEACHER AND THECOMMUNITY, SCHOOL, CULTURE AND ORGANIZATIONAL LEADERSHIP WEEK 1 (LECTURE #1)
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  COURSE DESCRIPTION This coursefocuses on society as a context upon which the schools have been established. Educational philosophies that are related to the society as a foundation of schools and schooling shall be emphasized. Further, principles and theories on school culture, social and organizational leadership shall be included to prepare prospective teachers to become school leaders an managers. 2
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  OBJECTIVES OF THECOURSE  Articulate the rootedness of education in the philosophical, socio-cultural, historical, legal and political context Explain how cultural and global issues affect communication.  Establish school-community partnerships to enrich the learning environment and to strengthen community’s engagement in the educative process. 3
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  OBJECTIVES OF THECOURSE  Link teaching-learning to the experiences, interests and aspirations of the wider school community and other stakeholders Create clear, coherent, and effective communication materials.  Demonstrate fulfillment of the professional obligation to uphold professional ethics, accountability and transparency. Write and present academic papers using appropriate tone, style, conventions, and reference styles 4
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  OBJECTIVES OF THECOURSE  Promote professional and harmonious relationships with internal (learners, parents, fellow teachers and school head) as well as external stakeholders (local officials, NGOs, alumni, and all others in the wider community);  To discuss leadership and management styles that establish positive school culture for effective school performance. 5
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  6 PHILOSOPHICAL THOUGHTS IN EDUCATION
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  John Locke (1632-1704): TheEmpiricist Educator For John Locke education is not acquisition of knowledge contained in the Great Books, but learners do interact with concrete experiences, comparing and reflecting on the same concrete experience. 7 7
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  Herbert Spencer (1820-1903): UtilitarianEducation Spencer’s educational theory is called “Social Darwism”. His concept of “survival of the fittest,” that human development had gone through an evolutionary series of stages. 8 8
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  Herbert Spencer (1820-1903): UtilitarianEducation The simple to complex ■ From the uniform to the more specialized activity ■ Through evolutionary process ■ Curriculum aspect-related to human survival ■ Not inclined to rote learning ■ Schooling be related to life activities needed to earn a living ■ Individual competition leads to social progress. He who is fittest survives. (Ornstein,1984) 9 9
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  John Dewey (1859-1952): Accordingto him Schools are for the People and By the People Dewey's philosophy of education highlights the importance of imagination to drive thinking and learning forward, and for teachers to provide opportunities for students to suspend judgement, engage in the playful consideration of possibilities, and explore doubtful possibilities. 10 10
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  George Counts (1889-1974): Buildinga New Social Order For any societal change, instrument for these is the schools and teachers whose tasks for the implementation for school improvement. Teachers are called to make choices in areas of economics, politics and morality to avoid failure. Furthermore, schools ought to provide education that afford equal learning opportunities to all students. (Ornstein, A. 11 11
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  Theodore Brameld (1904-1987): SocialReconstruction Like John Dewey and George Counts, social reconstructionist are convinced that education is not a privilege but a right to be enjoyed by all. He founded social reconstructionism as a response to the horrors of WWII. He believed that education had the responsibility to mold human beings into a cohesive and compassionate society. 12 12
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  Paulo Freire, believedthat school systems must be changed: A. to overcome expression and improve human conditions, B. democratic relationship between the teachers and students, C. that education and literacy a vehicle for social changes, D. dialogue is most concern on critical pedagogy. 13 13
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