The teacher, agent of change

In an ever-changing world and society, teachers trained for lifelong learning are needed. Changes in education come about through teachers, who are the real agents of change. As Melvin Ainscow¹states, teachers are the real ‘policymakers’; when the classroom door closes, they have full control over what happens inside.

Four factors for change

For truly quality educational transformation, every teacher’s capacity for change has to be managed. There are four factors² in capacity-building for change: 1) Development of a personal vision; 2) Research; 3) Competence; and 4) Collaboration. All four are closely interrelated and mutually reinforcing.

1. Development of a personal vision.We all value doing meaningful work, providing a useful service, and working with integrity. Having a personal vision of education is the starting point. The very purpose of education is what makes it important for each teacher to have a personal purpose and vision. To be aware of what our vision is, we need to reflect on questions such as: Is it relevant to me as an educator? What change am I personally trying to effect? What learning is needed to meet the challenges of today’s and tomorrow’s society? And so forth.
2. Research. Formation in personal purpose requires research into how each person can achieve what is relevant to them. However, the training and fulfilment of personal purpose is not static. ‘Research is the engine of vitality and self-renewal’. Research implies extending and broadening what one values. It is a permanent conquest that is essential in constantly changing environments, such as today’s. Habits of questioning, experimenting and variety are essential. Reflective practices, personal journals, action research, innovative mentoring and peer collaboration are some of the current strategies.
3. Competence. This involves mastering teaching practice and having the ideas, skills and experience to bring thoughts to fruition and achieve change. This competence is necessary to be effective, but it is also a way to achieve a deeper understanding. New mindsets emerge from this mastery, just as competence is the outcome of a new way of thinking. Those who are strong in the habit of personal mastery are continuously learning and are aware of their blind spots and incompetence and the areas where they need to grow. Competence is a process. New skills and experience are prerequisites for understanding and better judging what is good and are the path to greater effectiveness. In this way, skill and experience are central to effecting change. Competence requires solid initial training and continuous development, but it is much more than that. The habit of learning should permeate everything we do. In addition to being exposed to new ideas, we must integrate them and make them competent.
4. Collaboration. The ability to interact with others and collaborate are fundamental to personal development. If we are isolated, our ability to learn is limited. The ability to collaborate, on both a small and large scale, is one of the basic requirements for society. Personal and group competence feed each other in learning organisations. Teachers need each other to learn and carry out projects.