Image from Arthur family photosAs Smith and Mienczakowski (2003) state, in their paper The Bachelor of Learning Management (BLM) and Education Capability,
“Education Queensland’s vision is that teachers are no longer the gatekeepers of knowledge but managers of the learning experiences of children”.
In the design of the Bachelor of Learning Management (BLM), upon which the GDLT is based, Smith and Mienczakowski have focused more on Mode 2 knowledge as outlined by Heath, G. (2000), where teachers of today need to be flexible, futures oriented and work as part of a team across various disciplines and learning sites.
“teacher professionalism will increasingly be assured by the currency of life-long learning and the capacity to mediate the processes of understanding and personal development for the learner”.
That is, teachers will be learning managers.
For me, one of the most important points made by Smith and Mienczakowski’s paper is the movement toward “self-managed learning and student autonomy over what, how and why learning takes place.” (Foley, 1998)
Students of the 21st century want to be in charge of their learning and it needs to be relevant to their lives.
"The trend toward creating capability rather than competence”, as mentioned by Smith and Mienczakowski (2003), is quite interesting. No longer will teachers be completing their studies and being deemed competent to teach in a specific subject area and learning site, but instead they will have the skills and capability to work across a number of learning sites, across a variety of disciplines and be able to incorporate their intuition, share ideas, act on their initiative, be flexible, take risks and demonstrate their own values in their style of teaching.
I believe from my readings, that the BLM has taken a solid step toward improving teacher training and bringing it into alignment with the requirements of the 21st century knowledge-rich environment and knowledge economy.
“Education Queensland’s vision is that teachers are no longer the gatekeepers of knowledge but managers of the learning experiences of children”.
In the design of the Bachelor of Learning Management (BLM), upon which the GDLT is based, Smith and Mienczakowski have focused more on Mode 2 knowledge as outlined by Heath, G. (2000), where teachers of today need to be flexible, futures oriented and work as part of a team across various disciplines and learning sites.
They go on to say that this will require teachers to continually renew their pedagogy and skills.
This is the continuous learning referred to in the article by Heath, G. 2001 Teacher Education and the New Knowledge Environment, Australian Association for Educational Research Conference. Fremantle December, when he states that“teacher professionalism will increasingly be assured by the currency of life-long learning and the capacity to mediate the processes of understanding and personal development for the learner”.
That is, teachers will be learning managers.
For me, one of the most important points made by Smith and Mienczakowski’s paper is the movement toward “self-managed learning and student autonomy over what, how and why learning takes place.” (Foley, 1998)
Students of the 21st century want to be in charge of their learning and it needs to be relevant to their lives.
"The trend toward creating capability rather than competence”, as mentioned by Smith and Mienczakowski (2003), is quite interesting. No longer will teachers be completing their studies and being deemed competent to teach in a specific subject area and learning site, but instead they will have the skills and capability to work across a number of learning sites, across a variety of disciplines and be able to incorporate their intuition, share ideas, act on their initiative, be flexible, take risks and demonstrate their own values in their style of teaching.
I believe from my readings, that the BLM has taken a solid step toward improving teacher training and bringing it into alignment with the requirements of the 21st century knowledge-rich environment and knowledge economy.
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