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Current educational policy in England is grounded in the idea of schools as professional learning communities and the school system as something that can be ‘self-improving’. Such concepts assume both school leaders and teachers have the capacity to be reflective problem solvers. At the same time, however, this assumption is deeply problematic, and such capacity can often fail to materialise. This presentation explore the possibilities of new ways of supporting teachers to become reflective practitioners through the use of AI. It will also report on current progress in driving this initiative forward.
Zoom: https://durhamuniversity.zoom.us/j/98458867684?pwd=L2dDMm11dGhtbTl0dVhuUGlqZCt1QT09