Organisational cognisance and professional learning in schools

Jeyaraj, Senthu (2011) Organisational cognisance and professional learning in schools. In: Redesigning Pedagogy International Conference. PAP654. From: Redesigning pedagogy: transforming teaching, inspiring learning, 30 May - 01 Jun 2011, Singapore.

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This paper addresses the impact of aligned group cognitive processes on enhancing learning in the professional community. First the paper presents findings on the concept of organisational cognisance that sheds light on the alignment of cognitive processes in members of the professional community and second, details the impact of alignment in group cognitive processes on professional learning. The findings are based on data collected from two schools in Singapore who had embarked on a 3 year whole school revitalisation program called EUR Innovative Designs for Enhancing Achievement in Schools' (IDEAS). Reported findings emerged from a grounded theory study. This paper draws on two of the four research phases of a doctorate study. In research phase one 84 teachers participated in focus group sessions. These sessions explored the relationship between the common language that permeated the community and collective thought processes of members. Teachers were asked to create mind maps that captured meanings attributed to EUR common language' in their schools. Data analysis entailed constructing a meta-mind map by the researcher that captured collective thought processes underpinning the common language in the professional community. Findings that emerged illuminated the concept of organisational cognisance. This concept sheds light on alignment in group thought processes. In the second phase, the researcher builds on the understandings of phase one. In this phase 9 teachers participated in a focus conversation workshop that explored the effect of organisational cognisance on capacity building. Findings that emerged show that organisational cognisance helps enhance reflexive learning in the professional community. In conclusion, the researcher posits that for effective organisational learning to take place, cognitive alignment between members of the professional community needs to be established. Key words: organisational cognisance, alignment, cognitive processes, professional learning, capacity building.

Item ID: 24690
Item Type: Conference Item (Abstract / Summary)
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Date Deposited: 24 Jan 2013 01:47
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