Teaching 2030

In the raging controversy over the purpose of public education and how to fix the nation's underperforming schools, the voices of America's best teachers are seldom heard. Now for the first time, in a provocative book about the future of teaching and learning, 12 of America's most accomplished classroom educators join a leading advocate for a 21st-century teaching profession to bring expert pedagogical know-how and fresh and provocative policy ideas to the national school reform debate. Together they identify four emergent realities that will shape the learning experience of children born in the New Millennium, and propose six levers of change that can ignite a bright future for students by ensuring they all have access to excellent teaching.

In the raging controversy over the purpose of public education and how to fix the nation's underperforming schools, the voices of America's best teachers are seldom heard. Now for the first time, in a provocative book about the future of teaching and learning, 12 of America's most accomplished classroom educators join a leading advocate for a 21st-century teaching profession to bring expert pedagogical know-how and fresh and provocative policy ideas to the national school reform debate. Together they identify four emergent realities that will shape the learning experience of children born in the New Millennium, and propose six levers of change that can ignite a bright future for students by ensuring they all have access to excellent teaching.

This open access Springer Brief provides a systematic analysis of current trends and requirements in the areas of knowledge and competence in the context of the project “(A) Higher Education Digital (AHEAD)—International Horizon Scanning / Trend Analysis on Digital Higher Education.” It examines the latest developments in learning theory, didactics, and digital-education technology in connection with an increasingly digitized higher education landscape. In turn, this analysis forms the basis for envisioning higher education in 2030. Here, four learning pathways are developed to provide a glimpse of higher education in 2030: Tamagotchi, a closed ecosystem that is built around individual students who enter the university soon after secondary education; Jenga, in which universities offer a solid foundation of knowledge to build on in later phases; Lego, where the course of study is not a monolithic unit, but consists of individually combined modules of different sizes; and Transformer, where students have already acquired their own professional identities and life experiences, which they integrate into their studies. In addition, innovative practice cases are presented to illustrate each learning path.

Schools are constantly under pressure to keep up with the pace of changes in society. In parallel, societal demands for what schools should teach are also constantly changing; often driven by political agendas, ideologies, or parental pressures, to add global competency, digital literacy, data literacy, environmental literacy, media literacy, social-emotional skills, etc. This “curriculum expansion” puts pressure on policy makers and schools to add new contents to already crowded curriculum.

This report analyses the progress made with the new curriculum since 2016, and offers suggestions on the actions Wales should take to ready the system for further development and implementation. The analysis looks at the four pillars of implementation -curriculum policy design, stakeholders' engagement, policy context and implementation strategy- and builds upon the literature and experiences of OECD countries to provide tailored advice to Wales.

This book explores how different classroom discourses and concepts of knowledge permeate teaching in high- and low-performance classrooms. Drawing on empirical research from classrooms in Sweden, it presents a theory-based framework for classroom research. The book examines the central concepts of knowledge, curriculum, pedagogy and equity to discuss differences in access to knowledge and the implications of these differences for students’ future opportunities and well-being. It analyses the relationships between different teaching factors and discusses teaching from democratic perspectives developed within curriculum theory. Combining insights from curriculum theory with insights from sociolinguistic and sociocultural classroom research, this project breaks new ground in how knowledge from curriculum content is recontextualised into concrete teaching practices in the context of a standards-based curriculum. Providing valuable insights into the intersections between classroom practice, student performance and teacher expectations, this book will be of great interest to academics, researchers and post-graduate students in the fields of curriculum research, education policy, teacher education and classroom practice.

Students face a future filled with uncertainty and change. For education systems to continue to remain relevant, they must empower students to navigate these changes and succeed in the future by equipping them with the requisite knowledge, skills, attitudes and values. Teachers are key enablers of this endeavour, and it is imperative that governments and teacher organisations collaborate to support teachers in exploring and enacting pedagogies, and designing learning environments that support student attainment of future-ready competencies, through policies, processes and teacher professional development.

This book introduces the educational philosophies of notable African and Asian thinkers who tend to be little recognized in Europe and North America. It offers specific resources for diversification of higher education curricula. The book expands the philosophy of education, in clear language, to include ideas of major non-western educational thinkers who are little discussed in previous publications. It includes critical analysis of non-western concepts and consideration of their relevance to schools worldwide. The book features discussions of how the work of Tagore and postcolonial thinkers offers diverse visions that increasingly inspire a decolonizing approach to education. This book offers a unique emphasis on how a decolonized philosophy of education can especially enable a rethinking of approaches to education in arts and humanities subjects.