The practitioner-scholars' view of school change: A case-based approach to teaching and learning |
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| Institution: | 1. School of Materials Science and Engineering, South China University of Technology, Guangzhou 510641, China;2. National Engineering Research Center for Tissue Restoration and Reconstruction, Guangzhou 510006, China;3. School of Electromechanical Engineering, Guangdong University of Technology, Guangzhou 510006, China;4. Institute of Orthopedic Diseases and Center for Joint Surgery and Sports Medicine, the First Affiliated Hospital, Jinan University, Guangzhou 510006, China;5. Department of Stomatology, Peking Union Medical College (PUMC) Hospital, Chinese Academy of Medical Science (CAMS) and PUMC, Beijing 100730, China |
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| Abstract: | This paper contends that a course in school change must tap into the lived experiences of practitioners; thereby arguing for a cased-based learning experience in which practitioners reflect critically on their own practice and develop a sound rationale for change. Placing the practitioner's “own” stories at the center of this experience revealed many compelling themes. Three that are addressed in this article include: (1) that the change process address loss, gain, and healing; (2) that change be committed to a vision that benefits all children; and (3) that commitment, community, and communication are key aspects of a change process that is led by a champion. |
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