A profession at crossroads
Mr. Illugi Gunnarsson, Iceland Minister of Education, Science and Culture opened the conference and used these notes for his address - READ
Andy Hargreaves is the Thomas More Brennan Chair in the Lynch School of Education at Boston College. Before that, he was the co-founder and co-Director of the International Centre for Educational Change at the Ontario Institute for Studies in Education in Canada.
Andy has authored or edited around 30 books. Several of these have achieved outstanding writing awards and are translated into many languages. His most recent books are Uplifting Leadership (published by Wiley Business), Professional Capital: Transforming Teaching in Every School (with Michael Fullan – Teachers’ College Press 2012), and The Global Fourth Way (with Dennis Shirley, Corwin 2012). Andy has received many awards including an Honorary Doctorate from Scandinavia’s oldest university (Uppsala).
Andy has delivered invited addresses in more than 40 countries, the majority of US states and all Canadian provinces and Australian states. He has consulted with the World Bank, the Organization for Educational Cooperation and Development (OECD), and with organizations and governments all over the world.
http://www.andyhargreaves.com - Twitter: @hargreavesbc
Sigrún Aðalbjarnardóttir is a Professor at the University of Iceland, School of Education.
Sigrún has engaged in research and practice with a focus on promoting young people’s social awareness. Her current research includes three related research projects. The first is a longitudinal study on risk, relationships and the resilience of young people that have been followed for 18 years. One focus is the relationship between parenting and young people’s social development, self-efficacy, academic attainment, and substance use. Second, for over two decades she has run a research and school development program that focuses both on teacher professional development and on how students develop socially and interpersonally as they work on social, emotional, and ethical issues in the classroom. Teachers’ own professional development is traced during the course of their reflections and work with their students. In her third major current research project, she is exploring the civic engagement of young people. The focus is on their understanding of democracy, human rights, and active engagement in the society, as well as their experiences of democracy at school.
Internationally she has collaborated for decades with research groups at Harvard University, School of Education and with research groups within the European network: Children’s Identity and Citizenship in Europe (CiCe).
Recent publications – related to the theme of the conference:
- Adalbjarnardottir, S. (2010). Passion and purpose: Teacher professional development and student social and civic growth. In T. Lovat & R. Toomey (Eds.), International Research Handbook on Values Education and Student Wellbeing (pp. 737-764). New York: Springer.
- Fridriksdottir, K., & Adalbjarnardottir, S. (2010). Relating life story and pedagogical vision: A teacher’s voice. In B. Sriraman, C. Bergsten, S. Goodchild, C. Michelsen, G. Palsdottir, O. Steinthorsdottir, & L. Haapasalo (Eds.), The Sourcebook on Nordic Research in Mathematics Education (pp. 495-504). Charlotte, NC: Information Age Publishing.
- Adalbjarnardottir, S. (2007). Virðing og umhyggja: Ákall 21. aldar [Respect and care: The challenge for the 21st century]. Reykjavik: Heimskringla, Háskólaforlag Máls og menningar.
- Adalbjarnardottir, S., & Runarsdottir, E. M. (2006). A leader’s experiences of intercultural education in an elementary school: Changes and challenges. In V. Collinson (Ed.), Theme Issue: Learning, Teaching, Leading: A Global Perspective, Theory Into Practice, 44, 177-186.
- Selman, R. L., & Adalbjarnardottir, S. (2003). Supporting teachers’ professional development. Lessons from Iceland, in R. L. Selman, The Promotion of Social Awareness: Powerful Lessons from the Partnership of Developmental Theory and Classroom Practice (pp. 113-169). N.Y.C., N.Y. Russell Sage.
Pasi Sahlberg is a Visiting Professor of Practice at Harvard University, Graduate School of Education
Pasi’s research and special interests are in international education policy, educational change, school improvement and cooperative learning. Examples of recent projects and collaboration are: Teacher education reforms in Ireland and Northern Ireland, Teacher education around the world, Finnish education policies and reforms.
Recent publications: Finnish Lessons (Teachers College Press, 2011); Quality and Equity in Finnish Schools (School Administrator, September 2012); Teachers as Leaders in Finland (Educational Leadership, October 2013)
http://pasisahlberg.com/- Twitter: @pasi_sahlberg
Preschool (seminar leader: Björk Óttarsdóttir, seminar secretary: Klara E. Finnbogadóttir) – main conclusions // meginniðurstöður (in Icelandic)
Compulsory school (seminar leader: Gunnar Gíslason, seminar secretary: Guðni Olgeirsson) – main conclusions
Compulsory school (seminar leader: Svanhildur M. Ólafsdóttir, seminar secretary: Guðbjörg Ragnarsdóttir) - main conclusions
Upper secondary school (seminar leader: Aðalheiður Steingrímsdóttir, seminar secretary: Steinunn Inga Óttarsdóttir) - main conclusions
Upper secondary school (seminar leader: Jón Torfi Jónasson, seminar secretary: Björg Pétursdóttir) - main conclusions
An interview with Pasi Sahlberg – Fréttablaðið August 14th
An interview with Sigrún Aðalbjarnardóttir –Morgunblaðið, August 17th
An interview with Andy Hargreaves – Morgunblaðið, August 31st
Nanna Kristín Christiansen: Það verður engin skólaþróun nema því aðeins að kennarar telji hana mikilvæga – Krítin, August 19th
Anna María Gunnarsdóttir: Afstaða kennara til starfsins skiptir öllu. Vikupósturinn á vef Félags framhaldsskólakennara, August 26th
On Pasi Sahlberg’s lecture. Leysum ekki vandann á einni nóttu. Skólavarðan, September 2014.
Mette Laursen: Norden er HIP! EMU Danmarks læringsportal, October 2014
Values in pre-school education – Brákarborg - (text written in Icelandic)
Teachers professional development through participation in the Beginning Literacy program – RHA and Hörðuvallaskóli - (text written in Icelandic)
Choice Theory, Reality Therapy and Restitution – Álftanesskóli - (text written in Icelandic)
Collective guidance with regard to the quality of the school work - Laugarnesskóli
Establishing school development – Sæmundarskóli
Action research for professional development – MS (text written in Icelandic)
Biophilia Education Project – Langholtsskóli