TY - JOUR
T1 - Leading in the age of post-socialist education transformations
T2 - Examining sustainability of teacher education reform in Latvia
AU - Webster, Colin
AU - Silova, Iveta
AU - Moyer, Amy
AU - McAllister, Suzanne
N1 - Funding Information:
This study focuses on one of the NGOs initially supported by OSI—the Latvian Association for Cooperation in Education (referred to by its Latvian acronym, LAPSA)—which grew out of a 2-year project funded by the Soros Foundation-Latvia. This project, Developing Skills for Experiential and Cooperative Leaning in Latvian Teacher Education (hereafter referred to as the project), has developed into a professional organization actively promoting education innovations in post-Soviet Latvia since its establishment in 1997 and has contributed to a sustainable reform of pre-service teacher education in Latvia, and, more importantly, the development of a new culture of teaching and learning among Latvian teachers and teacher educators through its establishment.
PY - 2011/8
Y1 - 2011/8
N2 - As the former socialist countries of Southeastern/Central Europe and the former Soviet Union have embarked on their journeys from authoritarian to democratic societies in the early 1990s, education systems across the region have experienced major changes. From curriculum revision to education finance reforms, virtually no aspect of the education systems has remained untouched. While all post-socialist reform efforts have striven for large-scale, sustainable change, some initiatives were more successful than others, and many reform efforts were short-lived. Focusing on pre-service teacher education reform in Latvia, this article seeks to understand how educational leadership contributes to sustainability of educational reform in the dynamic context of post-socialist education transformation processes.
AB - As the former socialist countries of Southeastern/Central Europe and the former Soviet Union have embarked on their journeys from authoritarian to democratic societies in the early 1990s, education systems across the region have experienced major changes. From curriculum revision to education finance reforms, virtually no aspect of the education systems has remained untouched. While all post-socialist reform efforts have striven for large-scale, sustainable change, some initiatives were more successful than others, and many reform efforts were short-lived. Focusing on pre-service teacher education reform in Latvia, this article seeks to understand how educational leadership contributes to sustainability of educational reform in the dynamic context of post-socialist education transformation processes.
KW - Educational change
KW - Latvia
KW - Non-government organizations (NGOs)
KW - Post-socialist transformations
KW - Sustainable leadership
UR - http://www.scopus.com/inward/record.url?scp=79960043314&partnerID=8YFLogxK
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U2 - 10.1007/s10833-010-9152-8
DO - 10.1007/s10833-010-9152-8
M3 - Article
AN - SCOPUS:79960043314
VL - 12
SP - 347
EP - 370
JO - Journal of Educational Change
JF - Journal of Educational Change
SN - 1389-2843
IS - 3
ER -
