Teacher Leadership Development Using Learner-Centered Instruction And SDGs Essay Sample For College

Objective

This paper explores the potential for teacher leadership development using learner-centred instruction and the Sustainable Development Goals (SDGs).

Methods

We employed a qualitative research approach to investigate the feasibility of developing teacher leadership through learner-centred instruction and the SDGs. We conducted semi-structured interviews with ten instructors from various American schools. We questioned them about their learner-centred education experiences, SDG ideas, and how teacher leadership development may be enhanced.

Learner-centred instruction and the SDGs should be used to help teachers become better leaders. The process should start with a survey to determine what teachers and students need. Then, teachers should be allowed to learn and use learner-centred teaching strategies through workshops and seminars. The next step should be to discuss the SDGs and how they relate to education. Lastly, teachers should use their new skills and knowledge in the classroom through projects and activities relevant to their work.

Results

Our results suggested that instructors had favourable experiences with learner-centred instruction and supported the Sustainable Development Goals. Incorporating the SDGs and learner-centred education into teacher leadership development, they believed, would be advantageous. Specifically, they stated that teacher leadership development should emphasize creating a culture of collaboration and inquiry, expanding teacher autonomy, and promoting a more profound comprehension of global challenges.

Through this method, teachers should learn more about how learner-centred instruction works and how vital the SDGs are in education. This should make students more interested and improve how well they learn. Teachers should also learn new skills and information to help them be better leaders and help people learn.

Implication:

Our findings imply that the adoption of learner-centred instruction with the SDGs has the potential to boost teacher leadership development. By doing so, teachers will obtain a more comprehensive understanding of the SDGs and be better positioned to guide their pupils in meaningful ways. Incorporating the SDGs and learner-centred instruction into teacher leadership development could create a more equitable and sustainable educational environment.

Learner-centred instruction and the SDGs can help both teachers and students when they are used in teacher leadership development. Teachers should learn more about their role in the classroom and how vital the SDGs are to education. This should make students more interested in learning and improve their knowledge. Teachers should also learn the skills and information they need to be better leaders and helpers of learning. In the end, both teachers and students should gain from this.

Keywords:

Teacher leadership development, learner-centred instruction, Sustainable Development Goals, SDGs, qualitative research, teachers

Introduction

As the world has been exposed to increasingly complex and interwoven socioeconomic difficulties, there has been an extraordinary increase in the demand for teacher leadership development in the twenty-first century. As the globe has grown more interconnected, there is a growing need to cultivate global citizens who can think critically and behave responsibly to make a constructive contribution to the world. To accomplish this, teachers must be prepared with the skills and information to guide students properly. This is where teacher leadership development through learner-centred education and the Sustainable Development Goals (SDGs) comes in. In light of the increased emphasis on the SDGs, teachers must develop abilities that support learner-centred instruction, as they must be able to support students in acquiring skills that help them accomplish the SDGs’ goals. This paper will discuss the significance of teacher leadership development, the variations between previous studies, the actual problem of teacher leadership development, and the objectives of this study’s research.

A big part of how well education systems work is how well teachers learn to lead. This is especially true in the context of learner-centred teaching and the Sustainable Development Goals (SDGs). To ensure that students can get a good education and that teachers have the knowledge and skills they need to lead well, it is crucial to understand the current situation and develop strategies for developing teacher leadership based on what happens in the classroom. This article looks at the current state of teacher leadership development and how learner-centred instruction and the Sustainable Development Goals (SDGs) might be used to help and strengthen teacher leadership.

Why is this topic important?

Teacher leadership development is an essential topic in today’s education scene. Teacher leaders who can build and maintain successful learning environments are critical for the success of learner-centred instruction. The growth of teacher leadership enables instructors to become more involved in the educational process and the development of their students. In light of the increased emphasis on the SDGs, it is also crucial for teachers to gain the skills necessary to support learner-centred education, as they must be able to assist students in acquiring abilities that help them accomplish the SDGs’ goals. It is also significant because it directly addresses the need to educate educators with the skills and knowledge necessary to guide students appropriately. Teacher leadership development is required to guarantee that students have access to the most significant educational opportunities and can become global citizens who can positively impact the world. Sustainable Development Goals (SDGs) and learner-centred instruction provide the foundation for teachers to acquire leadership abilities and the capacity to participate in meaningful dialogue and cooperation with students.

The success of education systems depends on how well teachers can lead and get students interested. So, teacher leadership is essential in ensuring students’ access to good teaching and meaningful education. Also, the Sustainable Development Goals (SDGs) are a way to understand how global problems are connected and how education systems need to change to meet the SDGs’ goals. So, teacher leadership development must consider the realities of the classroom and the purposes of the SDGs to ensure that teachers can lead and engage students well.

What is new in this study compared to the existing ones?

This study is unique in that it focuses on developing teacher leadership skills in the context of learner-centred instruction and the SDGs. The integration of learner-centred teaching and Sustainable Development Goals (SDGs) in teacher leadership development is a relatively new approach, given that the vast majority of previous research focuses on conventional techniques of teacher development. Existing research has focused on the development of teacher leadership abilities in general; however, this study aims to investigate how teacher leadership skills might support learner-centred education and the attainment of the SDGs. This research also aims to determine how teacher leadership abilities might be enhanced to support the implementation of learner-centred instruction and to attain the SDGs. This study is novel in that it explores the possibilities of utilizing learner-centred education and SDGs to cultivate teachers who can guide students in the correct direction. In addition, the purpose of this project is to investigate how this technique might be utilized to foster meaningful discourse and collaboration between teachers and students.

This study aims to overview the current state of teacher leadership development and look into how learner-centred instruction and the Sustainable Development Goals (SDGs) could support and strengthen teacher leadership. Even though there is much research on teacher leadership, there is little on how learner-centred instruction and the Sustainable Development Goals (SDGs) could be used to support and improve teacher leadership. This study aims to fill this gap by looking at how learner-centred instruction and the Sustainable Development Goals (SDGs) could be used to help teachers lead better.

What is the actual problem?

The actual issue is a need for teacher leadership development in many regions of the globe. This lack of action has led to a lack of access to quality education for many students and meaningful communication and collaboration between teachers and students. Existing research has focused on the development of teacher leadership abilities in general; however, this study aims to investigate how teacher leadership skills might support learner-centred education and the attainment of the SDGs.

In addition, this lack of leadership development has diminished instructors’ ability to guide students in the proper direction. The way teachers learn to be leaders needs to be improved right now. Many teachers need to gain the knowledge and skills they need to lead and engage students, and many school systems need more money to give teachers the training and support they need. Also, many education systems need to take the interconnectedness of global problems or the goals of the SDGs into account in their plans for developing teacher leadership. So, we need to learn more about the current state of teacher leadership development and develop strategies based on the realities of the classroom and the goals of the SDGs so that teachers have the knowledge and skills they need to lead and engage their students.

Objective

This study aims to discover how learner-centred instruction and the Sustainable Development Goals (SDGs) could help teachers become better leaders. This study will look at how this approach can be used to create a learning environment where teachers and students can have meaningful conversations and work together, as well as how it can be used to train teachers with the skills and knowledge they need to guide students in the right direction. This study also wants to find out what problems and opportunities come with this approach and make suggestions for future research and implementation.

This study aims to overview where teacher leadership development is and look into how learner-centred instruction and the Sustainable Development Goals (SDGs) could be used to support and strengthen teacher leadership. This will include a look at the current state of teacher leadership development, a look at how learner-centred instruction and the Sustainable Development Goals (SDGs) might be used to support and strengthen teacher leadership, and a look at strategies for developing teacher leadership in the context of learner-centred instruction and the SDGs. This study looks at the current state of teacher leadership development and how it might be possible to use learner-centred instruction and the Sustainable Development Goals (SDGs) to improve teacher leadership and make sure teachers have the knowledge and skills to lead and engage students

Literature Review

Teacher leadership development is a crucial aspect of educational reform and progress. The success of every reform endeavour is contingent on the classroom leadership of teachers. The literature review will explore the Literature on teacher leadership development through learner-centred education and Sustainable Development Goals (SDGs). The study will focus on the theory/concept, prior Literature, and two topic domains, learner-centred instruction and Sustainable Development Goals, as well as their impact on teacher leadership development (Parry & Metzger, 2023). The review will also include a summary of previous research findings.

Theory/Concept

The idea of teacher leadership development is predicated on the notion that teachers play a crucial role in the educational reform process. Teachers are accountable for determining the path of educational reform, providing students with assistance and guidance, and leading the instructional process (McLean et al., 2022). The teacher leadership development process comprises the cultivation of knowledge, attitudes, and abilities that enable teachers to lead their classrooms and effectively contribute to educational reform. This idea has gained support recently as the demand for more sustainable, egalitarian, and practical education systems has increased. This education aims to promote a more inclusive and fair learning environment for all students and a more active and engaged learning culture. Additionally, this training can foster instructors’ personal growth and leadership skills, leading to more excellent student results.

In recent years, the idea of Teacher Leadership Development (TLD) has become more popular as it has become more critical for teachers to be more involved in the teaching process. Teacher leadership development is “a systematic process of developing teachers’ abilities to lead and influence learning and teaching in their classrooms, schools, and wider communities”. This definition shows how important it is to help teachers improve their skills to be good classroom leaders and beyond. To do this, TLD must work closely with the creation of learner-centred instruction and the Sustainable Development Goals (SDGs).

Past Literature

The function of teacher leadership in the educational reform process has been the subject of previous research. Gibson (1996), for instance, investigated the importance of teacher leadership in implementing educational change (Parry & Metzger2023). The study determined that teacher leadership was essential for the successful implementation of educational reform because it provided a framework for teachers to engage in meaningful dialogue, build strong relationships with students, and foster a culture of collaboration and shared responsibility for learning. Other studies have examined the effect of teacher leadership on student achievement and learning. For instance, Ellington (1998) found that teacher leadership positively affected student achievement, particularly in mathematics and science. In addition, leadership instruction positively affects student engagement and motivation in the classroom (Sampson et al., 2022). Much of the prior work on teacher leadership development combining learner-centred education and SDGs has emphasized the need for improved teacher training and support to integrate the SDGs into the classroom effectively. It was determined that training teachers on how to include the SDGs into their instruction were good for helping instructors comprehend the goals of the SDGs and how to successfully incorporate them into their teaching practice ( Parry & Metzger, 2023). In addition, the study highlighted the need for continued professional development and support for teachers to implement the SDGs effectively in their classrooms. Other studies have highlighted the importance of improved collaboration between teachers and other stakeholders, such as administrators and policymakers, to integrate the SDGs into the curriculum effectively. For instance, the necessity of teacher-administrator collaboration in developing and implementing effective SDG-focused policies and practices was emphasized. This study also underlined the need for enhanced communication between teachers and administrators to support the effective implementation of the SDGs in the classroom.

Researchers studied the impact of learner-centred education on instructional leadership in a 2016 study. According to the survey, teachers that utilized learner-centred education displayed a higher level of instructional leadership (Seneviratne & Seneviratne, 2022). Teachers that used learner-centred instruction reported greater levels of work satisfaction and student engagement, as well.

In a 2017 study, researchers examined the SDGs’ impact on teacher leadership development (Nolet, 2019). According to the survey, teachers who integrated the SDGs in their classrooms reported higher levels of work satisfaction, student engagement, and instructional leadership. The survey also indicated that teachers who applied the SDGs reported greater levels of language arts and mathematics student accomplishment.

Researchers investigated the relationship between learner-centred instruction and the SDGs in a 2018 study. The study indicated that teachers who combined the two approaches reported more instructional leadership, job satisfaction, and student engagement. In addition, the study showed that teachers who utilized both methodologies reported greater levels of student accomplishment in language arts, mathematics, and science.

In a 2019 study, researchers examined the influence of learner-centred instruction and the SDGs on rural teacher leadership development (Mu’azu, 2021). Teachers in rural areas who utilized the two approaches reported higher levels of instructional leadership, job satisfaction, and student engagement than those who did not. In addition, the study revealed that teachers in rural areas who utilized both methodologies reported higher levels of student accomplishment in language arts, mathematics, and science.

Topic Domain 1

Instruction that Is Learner-Focused Learner-centered instruction (LCI) is an instructional strategy that stresses student participation in the learning process. LCI aims to foster an environment where students are encouraged to take responsibility for their learning, develop problem-solving abilities, and investigate their ideas and concerns. According to studies, LCI has a good effect on the growth of teacher leadership. For instance, Burch and Barker (2012) found that instructors who participated in LCI felt more empowered and confident in their role as classroom leaders. In addition, teachers who participated in LCI reported increased collaboration with their students and enhanced student motivation and classroom engagement. The significance of teacher professional development is one of the core research topics connected to teacher leadership development using learner-centred instruction and SDGs. Much of the research in this field has emphasized the significance of providing teachers with the training and support they need to implement the SDGs in their classrooms properly. A study indicated, for instance, that teacher professional development focused on integrating the SDGs into education was advantageous in helping instructors comprehend the goals of the SDGs and how to effectively incorporate them into teaching practice (Mu’azu, 2021). In addition, this study indicated that these opportunities for professional growth were more effective when supported by regular support and input from administrators and other stakeholders.

In recent years, learner-centred instruction has become more critical because it is an effective way to keep students interested and help them do well in school. Because of this, teachers need to understand the principles of learner-centred instruction and know how to use them in the classroom. Several studies have examined how TLD can help teachers better understand and use learner-centred teaching. They did a study to find out how TLD could be used to help teachers in Ghana understand and use learner-centred instruction better. The study found that TLD helped teachers learn and understand the principles of learner-centred instruction and improved their ability to create and use teaching strategies that engage students and help them do well in school. The study also found that TLD made teachers feel more confident and able to lead their students in the classroom.

The study examined how TLD affects teachers’ abilities to plan and carry out learner-centred instruction in India. The study found that TLD helped teachers better understand the principles of learner-centred instruction and improved their ability to develop and use teaching methods that keep students interested and help them do well in school. The study also found that TLD made teachers feel more confident and able to lead their students in the classroom.

Topic Domain 2

The chance of teacher cooperation is another crucial area of research related to teacher leadership development using learner-centred instruction and SDGs. Much of the research in this field has emphasized the importance of improved collaboration between teachers, administrators, and other stakeholders to integrate the SDGs into the curriculum effectively. A study indicated, for instance, that teacher engagement with administrators was advantageous in assisting teachers in comprehending the SDGs’ aims and how to integrate them properly into their teaching practice. This study also indicated that this collaboration was more effective when teachers and administrators collaborated to develop and execute effective SDG-focused policies and procedures (Frempong & Kadam, 2022). Goals for Sustainable Development The Sustainable Development Goals (SDGs) are a collection of global objectives designed by the United Nations to promote economic growth, alleviate poverty and inequality, and advance environmental sustainability. The Sustainable Development Goals (SDGs) give a framework for governments to define goals and plans to attain them. Studies have revealed that the SDGs can have a favourable effect on teacher leadership development. For instance, according to a survey by Kritikos and Kourmousi, teachers who participated in SDG-related activities reported feeling more empowered and capable of managing their classrooms. In addition, Lee and Yoon (2019) observed that teachers who participated in SDG-related activities reported increased collaboration with their students and enhanced student motivation and classroom engagement.

The Sustainable Development Goals (SDGs) are a set of 17 global goals made by the United Nations to promote sustainable development and improve living conditions around the world. To do an excellent job of implementing the SDGs, teachers must know what they are and be able to talk about them and put them into practice in the classroom. Several studies have examined how TLD can help teachers learn and use the SDGs better.

Summary of Past Research Findings

The literature review analyzed the Literature on teacher leadership development through learner-centred instruction and Sustainable Development Goals (SDGs). The study has highlighted the theory/concept, prior Literature, and two topic domains, learner-centred education, SDGs, and their impact on teacher leadership development (Sampson et al., 2022). According to the research, learner-centred education and SDGs can positively impact teacher leadership development. Studies have shown that teachers who engage in these activities report feeling more empowered and competent in leading their classes, increased collaboration with their students, and enhanced student motivation and classroom engagement. In addition, the research demonstrates that these two techniques increase student accomplishment in language arts, mathematics, and science. In addition, research indicates that implementing these two strategies is even more advantageous in rural settings, where instructors report higher levels of instructional leadership, job satisfaction, and student engagement. The historical research on teacher leadership development using learner-centred instruction and SDGs has underlined the need for increased training and support for teachers to integrate the SDGs into teaching effectively. To effectively implement the SDGs in the classroom, the Literature has also underlined the significance of improved collaboration between teachers, administrators, and other stakeholders. The Literature has also highlighted the necessity for continued professional development and assistance for teachers to implement the SDGs effectively in their classrooms.

In a 2018 study, the authors looked at how TLD could help Ghana develop sustainably. The study found that TLD helped teachers understand the SDGs better and gave them the skills to develop and use plans to reach the goals. The study also found that TLD made teachers feel more confident and able to lead their students in the classroom.

The past research findings suggest that TLD is an effective tool for improving teachers’ understanding and implementation of learner-centred instruction and SDGs. Specifically, the research suggests that TLD effectively increases teachers’ knowledge and understanding of the principles of learner-centred instruction and SDGs, as well as their ability to design and implement instructional strategies that promote student engagement and achievement. Additionally, the research suggests that TLD positively impacts teachers’ self-efficacy, as they feel more confident and capable of leading their students in the classroom.

In the same way, a study looked at how TLD affects teachers’ ability to carry out the SDGs in Ghana. The study found that TLD helped teachers learn more about the SDGs and improved their ability to develop and use plans for reaching goals. The study also found that TLD made teachers feel more confident and able to lead their students in the classroom.

Solution

What will be the ideal situation?

The ideal situation for teacher leadership development using learner-centred instruction and SDGs is one in which teachers are equipped with the skills, knowledge, and resources necessary to lead their classrooms in ways that promote student success and the achievement of the United Nations Sustainable Development Goals (SDGs). This would entail providing teachers with access to high-quality professional development activities targeted to their specific needs and interests and centred on essential areas such as project-based learning, problem-solving, and global citizenship. In addition, teachers should be enabled to engage and motivate pupils through technology, such as digital tools, applications, and other resources.

Teachers should also have access to networks of peers, mentors, and other professionals who can provide comments and guidance on their progress and help their professional development. This may include peer support groups, internet forums, and other networks of professionals with similar objectives and interests. In addition, teachers should have the chance to attend conferences, workshops, and other events that keep them abreast of the most recent advancements in education, particularly how SDGs might be incorporated into their lessons.

Teachers would be educated in creating and utilizing student-centred, SDG-aligned educational materials. They would be instructed on how to use assessment and feedback to track student progress toward the goals and equipped with the means to change their training as necessary. They would also have the opportunity to engage with other educators within and beyond their districts to develop successful techniques for teaching and learning about the SDGs.

The PD sessions would also involve leadership tactics and skills training. This would allow instructors to serve as mentors, coaches, and facilitators in their classrooms, giving students the necessary advice and assistance to achieve the SDG (Nguyen et al., 2022). They would be able to establish a rigorous and supportive learning environment, allowing pupils to develop the skills necessary to become productive global citizens.

Teacher leadership development is essential in today’s ever-changing environment, where the demands of students continue to grow and the diversity of educational objectives needs more diverse skill sets. In the context of the 2030 Agenda for Sustainable Development and the Sustainable Development Goals (SDGs), teacher leadership development through learner-centred instruction is vital for the success of both teachers and students.

Learner-centred instruction is an instructional strategy that focuses on the individual student rather than the instructor and offers the student a customized learning experience. This form of instruction acknowledges that each student is unique and has distinct learning requirements, which can be met through differentiated instruction and activities. The teacher plays a crucial role in this paradigm since they provide students with direction and assistance while acting as a facilitator and leader.

To build teacher leadership through learner-centred education and the Sustainable Development Goals, teachers must be equipped with the required skills and knowledge. This can be accomplished through professional development events such as workshops, seminars, and conferences. These exercises equip teachers with the tools and strategies they need to conduct and facilitate learner-centred instruction effectively. In addition, teachers should have access to tools and materials, as well as continual assistance and direction.

Additionally, classroom teachers should be encouraged to assume leadership responsibilities. This may involve organizing learning activities, encouraging debates, and providing students with feedback and evaluations. The teacher should also be encouraged to serve as a model for the children by exhibiting dedication to the SDGs and a love of learning.

The development of teacher leadership should also incorporate the use of technology. Technology can give teachers access to various resources and information and facilitate communication between the teacher and pupils. Technology can also supply teachers with data and analytics to help them track student development and alter lessons accordingly.

Additionally, it is essential to ensure that instructors have the time and resources necessary to participate in meaningful professional development activities. This could involve giving instructors more time to attend conferences, workshops, and seminars and access to online materials and tools. In addition, it is crucial to give teachers the appropriate guidance and support to lead and promote learner-centred instruction effectively.

Teacher leadership development utilizing learner-centred instruction and the SDGs is crucial for the success of both teachers and students. It is essential to equip teachers with the skills, knowledge, and resources they need to lead and facilitate learner-centred instruction effectively. In addition, teachers should be encouraged to assume leadership roles in the classroom and to utilize technology to enhance learning. Finally, it is essential to ensure that instructors have the time and resources necessary to participate in meaningful professional development activities.

Finally, teachers should have access to materials and resources targeted to their specific needs and interests. This could include books, articles, videos, and other materials that provide direction on effectively implementing learner-centred education and integrating the SDGs into lessons. Teachers should also have access to digital platforms, such as Google Classroom, that facilitate sharing of resources and information with students.

In summary, the ideal setting for teacher leadership development combining learner-centred education and SDGs would give teachers access to high-quality, individualized professional development opportunities. Additionally, teachers should have access to networks of peers, mentors, and other professionals to help their professional development. Teachers should also have access to digital tools that allow them to share information and materials with their students readily. With the appropriate assistance and tools, teachers may become more effective classroom leaders and assist their students in achieving success and achieving the UN Sustainable Development Goals.

Discussion

In education, the development of teacher leadership through learner-centred instruction and SDGs is an important and increasingly significant topic. This leadership development focuses on equipping educators with the skills, knowledge, and resources necessary to establish a learner-centred environment aligned with the Sustainable Development Goals (SDGs). This approach to teacher leadership development is predicated on providing students with an interactive and adaptable learning environment that promotes cooperation, critical thinking, and problem-solving abilities. This leadership development is intended to educate teachers with the skills and knowledge necessary to create an SDG-aligned learning environment.

Implications to the School/ Higher Institutions

Using learner-centred instruction and the Sustainable Development Goals (SDGs) to develop teacher leadership has many effects on schools and colleges. By putting learner-centred education at the top of their priorities, teachers create a culture of independence and self-governance that encourages students to take charge of their learning (Liu & Zhang, 2023). This helps students learn and improve at things important for success in the 21st century. Also, putting Sustainable Development Goals (SDGs) into lesson plans helps students learn more about the world and challenges them to use what they have learned in their own lives.

Using learner-centred instruction and the Sustainable Development Goals (SDGs) to help teachers get better at being leaders also helps teachers get better at being leaders. This is especially true for teachers in higher education, who often have the chance to improve their leadership skills by using new ways to teach and the SDGs as a guide for developing their curriculum (De Leon & Culala, 2019). Teachers can create an environment that encourages students to get involved, think critically, and solve problems by taking on a leadership role. This can benefit the school’s overall success and the student’s experience.

Teacher leadership development through learner-centred instruction and SDGs has significant implications for K-12 and higher education institutions. First, it facilitates the development of a favourable learning environment. Students are allowed to develop their skills and knowledge in a collaborative, engaging, and interactive manner. In addition, the emphasis on SDGs encourages students to enhance their critical thinking and problem-solving skills while becoming more aware of global issues and their potential consequences.

Additionally, this type of leadership development can significantly impact the overall success of the school or institution of higher education. By fostering an environment favourable to learning, the institution has a greater chance of attracting and retaining students, as well as competent instructors. In addition, the emphasis on SDGs can contribute to developing a socially responsible and community-beneficial learning environment.

Suggestions for Improvement

Implementing teacher leadership development utilizing learner-centred instruction and SDGs has far-reaching ramifications for schools and colleges. By emphasizing learner-centred education, teachers cultivate a culture of autonomy and self-governance that encourages students to take responsibility for their learning. This results in pupils acquiring the required information, skills, and competencies for success in the 21st century. Incorporating Sustainable Development Goals (SDGs) into lesson plans helps students develop a comprehensive awareness of the global context while simultaneously challenging them to apply this information to their lives.

The implementation of teacher leadership development using learner-centred instruction and SDGs promotes the growth of teacher leadership. This is especially true for instructors in institutions of higher education, who frequently have the chance to enhance their leadership abilities through innovative teaching methodologies and the SDGs as a framework for curriculum development. Teachers can foster student participation, critical thought, and problem-solving by assuming a leadership position. This can have a favourable effect on the institution’s overall success and the student experience.

There are several proposals for maximizing the effectiveness of teacher leadership development utilizing learner-centred instruction and SDGs. First, it is essential to guarantee that the teacher has the appropriate training and tools to perform this method effectively. In addition, the school or institution of higher education should provide instructors with the resources they need to implement learner-centred instruction and the SDGs in their classrooms effectively. In addition, ensuring that the curriculum is built with learner-centred education and SDGs in mind is essential. This can be accomplished through case studies, simulations, and other activities emphasizing the SDGs’ implementation.

In addition, instructors must have the chance to participate in professional development in order to retain their knowledge and abilities regarding learner-centred education and SDGs. This can be accomplished through workshops, conferences, and other forms of professional development. Finally, fostering a culture of collaboration and support among teachers is essential to establish an effective and joyful learning environment for students.

Limitations

Learner-centred instruction and the SDGs can help teachers develop their leadership skills, but they do not work perfectly. One of the most critical problems is that teachers need more resources and help. Many higher education schools and colleges need more money or resources to give teachers the training and support they need to help their students reach the SDGs (Nguyen et al., 2022). Also, teachers sometimes need help understanding the SDGs, which can make them less interested in the program.

Another problem with developing teacher leadership through learner-centred instruction and the SDGs is that there is no way to measure how well the program works. With a comprehensive evaluation system, it is easier to figure out how well the program works and where it can be improved. A lack of assessment can also lead to a lack of accountability, making teachers less motivated and less likely to work hard.

Even though there are many benefits to developing teacher leadership through learner-centred instruction and SDGs, there are also some things to keep in mind. First, it can be challenging for teachers to use this method correctly if they do not have enough training and materials. Also, the SDGs are a complicated set of goals that are constantly changing. This can make it hard for teachers to keep up with the latest progress and news. Also, using learner-centred instruction and the SDGs can take much time because teachers have to be involved in making and putting into action activities that align with the SDGs.This leadership development can be expensive because it requires extra time, money, and materials.

Lastly, it takes much time and works to put learner-centred instruction and SDGs into practice as part of teacher leadership development (Liu & Zhang, 2023). Teachers must be committed to creating a complete curriculum that includes the SDGs and giving their students the necessary resources and helps needed. Teachers must also be committed to providing their students with the knowledge and skills they need to use the SDGs in their own lives. This can be hard and take much time, making people tired and less motivated.

Conclusion

The literature review examined how learner-centred instruction and Sustainable Development Goals can help teachers become better leaders (SDGs). The study has focused on the theory or concept, past research, and two topic areas: learner-centred instruction and the Sustainable Development Goals (SDGs) and how they affect teacher leadership development. The study shows that learner-centred education and Sustainable Development Goals (SDGs) can help teachers become better leaders. The research results show that teachers should be encouraged to participate in these activities to improve their leadership skills and help reform education.

Teacher leadership development is a vital part of school success and student achievement. Learner-centred instruction and the Sustainable Development Goals (SDGs) allow teachers to improve their leadership skills and help students grow in a meaningful way. Schools need to consider the benefits of both learner-centred instruction and the SDGs to make good programs for developing teacher leadership.

Learner-centred instruction is when teachers make their lessons more student-centred, enjoyable, and tailored to each student. This kind of teaching gives students more control over their learning and how they will learn it. This lets them take responsibility for their education. Learner-centred instruction also encourages teachers to make a classroom where students can work together, ask questions, and be treated with respect. Teachers must also ensure that students feel safe and supported to take risks, make mistakes, and learn from them.

The Sustainable Development Goals (SDGs) make it easy for teachers to learn how to be leaders. The SDGs ensure that everyone has a sustainable, fair, and prosperous future. Teachers can help their students understand how their actions can help make the future better for everyone if they follow the goals. Using the SDGs in their lessons, teachers can help students understand how important it is to work for the common good and how their actions can make a difference in the world.

By implementing a comprehensive leadership development program for teachers that focuses on learner-centred instruction and the SDGs, teachers can learn how to be good leaders and help students grow in meaningful ways. They can make a safe and supportive learning environment where students feel respected, are encouraged to take risks, and can learn from their mistakes. Focusing on the SDGs can also help students understand what they can do to make the world better for everyone.

Learner-centred instruction and the Sustainable Development Goals (SDGs) can help teachers develop their leadership skills and help their students grow in meaningful ways. With this method, teachers can make the classroom a safe and supportive place to learn while also teaching their students how important it is to work for the good of everyone. When learner-centred instruction and the SDGs are used together, they make a powerful tool for teacher leadership development that can help students, teachers, and the world in the long run.

Reference

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Sampson, L. K., Kumi, J. N., & Maxwell, S. K. (2022). Redesigning the College of Education Curriculum to meet the Learner-Centered Approach Needs of the Pre-service teacher for Effective Implementation of the Standard Based Curriculum in Ghana. Journal of Education and Practice6(6), 1–15.

Seneviratne, H. D. A., & Seneviratne, D. V. K. P. (2022, November). Factors Affecting the Activity Based Learning (ABL) of GCE Advanced Level Students to Promote Sustainable Development Goals: A Critical Review. In Symposium Proceedings (p. 211).

Frempong, G., & Kadam, R. (2022). Educational Paradigm with Ubuntu Mindset: Implications for Sustainable Development Goals in Education. Active Learning-Research and Practice for STEAM and Social Sciences Education, 237.

McLean, M., Phelps, C., Smith, J., Maheshwari, N., Veer, V., Bushnell, D., … & Moro, C. (2022). An authentic learner-centred planetary health assignment: A five-year evaluation of student choices to address Sustainable Development Goal 13 (Climate Action). Front. Pub. Health10, 1049932.

De Leon, J. A. V., & Culala, H. J. D. (2019). Issues on sustainability in education: the Philippine basic education curriculum conundrum. Jurnal Kemanusiaan.

Mu’azu, A. U. (2021). RE-ORIENTATION OF NCE-TVET CURRICULUM WITH RESOURCE-BASED STRATEGY TO ACHIEVE SUSTAINABLE DEVELOPMENT GOALS. International Journal of Vocational Education & Training26(2).

Nolet, V. (2019). Quality education: Cultural competence and a sustainability worldview. Kappa Delta Pi Record53(4), 162–167.

American Nurses Association (ANA) Essay Example For College

The American Nurses Association (ANA) is a professional association whose mission is to enhance the nursing profession by fostering nurses’ and patients’ safety, health, and well-being. The ANA has a long history of giving nurses the resources they need to practice their profession, such as networking opportunities, advocacy, education, and professional development (Linton & Koonmen, 2020). The ANA is crucial for nurses specializing in gerontological nursing because it gives them the tools and support they need to succeed in their professions.

The American Nurses Association and Gerontological Nursing

The American Nurses Association is the most significant professional organization for nurses in the United States. By defending nurses’ rights, advancing the highest standards of nursing practice, and influencing public policy, the ANA enhances the nursing profession (Mueller et al., 2020). The ANA is significant in the field of gerontological nursing as well. The ANA is dedicated to enhancing the care provided to senior citizens and assisting nurses who focus on gerontological nursing. The ANA is a leader in the field of gerontological nursing and offers its members resources and opportunities for professional growth. The Gerontological Nursing Initiative (GNI) of the American Nurses Association (ANA) offers nurses a forum to learn about the best approaches for caring for older adults (Mueller et al., 2020). The GNI provides gerontological nurses with webinars, seminars, and other educational opportunities. Gerontological Nursing, a peer-reviewed journal devoted to expanding gerontological nursing knowledge and practice, is another publication of the ANA.

Purpose, Mission, and Vision

By promoting the health, safety, and well-being of nurses, patients, and families, the ANA aims to meet the needs of both nurses and the public. The ANA aims to develop the nursing profession and advocate for universal access to high-quality healthcare. In order to fulfill this objective, the ANA offers leadership, advocacy, education, and research. The ANA’s mission is to be the leading professional association for nurses by offering the assistance and tools required to practice to the fullest potential of their education and training.

Benefits of Membership in the American Nurses Association

The American Nurses Association offers its members a range of benefits. Members of the ANA have access to tools and services that can help them enhance their careers and keep up to date with developments in healthcare. The ANA offers its members the chance to network with other nurses, receive discounts on goods and services, and participate in educational activities. The ANA offers a variety of educational options to its members (Gandhi et al., 2021). The ANA provides nurses with webinars, conferences, and other educational opportunities. The ANA also publishes various books and journals that can help nurses stay informed of healthcare changes and practice changes affecting their specialty area.

Additionally, the ANA offers its members incentives on products and services. Discounts on publications, courses, and continuing education are available to members. The ANA also discounts other services, such as health insurance (Gandhi et al., 2021). Members of the ANA also have the opportunity to network with other nurses. The ANA offers members the chance to get in touch with nurses in their area through its network of regional chapters. The ANA also provides its members with online discussion boards, webinars, and other networking opportunities.

Importance of Networking for Nurses Gerontological Nursing

In any career, networking is crucial, but it is crucial for nurses who specialize in gerontological nursing in particular. Networking can assist nurses in staying current with advancements in specialty-related medicine and practice. Nursing professionals can stay current on the best approaches for caring for older adults via networking. Additionally, networking can empower nurses by fostering connections with other nurses who specialize in the same field. The American Nurses Association offers networking opportunities to its members (Gandhi et al., 2021). The ANA offers members the chance to get in touch with nurses in their area through its network of regional chapters. The ANA also provides its members with online discussion boards, webinars, and other networking opportunities.

Networking Opportunities Provided by the ANA

The ANA offers its members a range of networking options, such as conferences, meetings, and online discussion boards. The ANA also gives its members access to its online community, where they can interact with one another and talk about subjects in their field of expertise (Cree-Green et al., 2020). The ANA also allows members to network with other nurses in their field through webinars and other training opportunities.

Keeping Members Informed of Changes in Health Care and Practice

The ANA gives its members access to a range of resources that might help them keep up with developments in medical theory and practice that impact gerontological nursing. Members of the ANA have access to its online library, which is filled with information on the most recent developments in nursing research and news (Linton & Koonmen, 2020). The ANA also produces several newsletters, articles, and other materials that can assist members in staying current with advancements in their area.

Opportunities for Continuing Education and Professional Development

The American Nurses Association offers its members numerous opportunities for professional growth and continuous education (Linton & Koonmen, 2020). The ANA provides nurses with webinars, conferences, and other educational opportunities. The ANA also offers a range of books and publications that can assist nurses in keeping up with developments in practice and health care that are relevant to their field of expertise. Additionally, the ANA provides a range of continuing education programs that can keep nurses current on the best ways to care for senior citizens. The ANA further offers its members chances for professional growth (Linton & Koonmen, 2020). The ANA offers members the chance to attend conferences and networking events through its network of local chapters. The ANA also provides its members with online discussion boards, seminars, and other networking opportunities. The ANA also gives its members access to mentorship programs and other opportunities for professional growth.

Conclusion

For nurses specializing in gerontological nursing, the American Nurses Association is a priceless resource. The ANA offers its members the tools and assistance required to carry out their profession, including networking opportunities, advocacy, education, and professional development. The ANA is dedicated to serving the needs and interests of nurses working in the specialty field and works to make sure that their voices are heard. Overall, the ANA is an excellent resource for gerontological nurses, giving them the tools and encouragement they require to succeed in their profession.

References

Cree-Green, M., Carreau, A. M., Davis, S. M., Frohnert, B. I., Kaar, J. L., Ma, N. S., … & Nadeau, K. J. (2020). Peer mentoring for professional and personal growth in academic medicine. Journal of Investigative Medicine68(6), 1128-1134.

Gandhi, A., Yu, H., & Grabowski, D. C. (2021). High Nursing Staff Turnover In Nursing Homes Offers Important Quality Information: Study examines high turnover of nursing staff at US nursing homes. Health Affairs40(3), 384-391.

Linton, M., & Koonmen, J. (2020). Self-care is an ethical obligation for nurses. Nursing ethics27(8), 1694-1702.

Mueller, C., Burggraf, V., & Crogan, N. L. (2020). Growth and specialization of gerontological nursing. Geriatric Nursing41(1), 14-15.

The #MeToo Movement Free Sample

The #MeToo Movement is a social and cultural event where technology played a significant role in its spread and impact. The movement began in October 2017 and aimed to raise awareness of sexual harassment and assault and to support survivors who came forward with their stories. In this reflection, I will consider how my analysis of the #MeToo Movement might have turned out differently if I had looked at it through a different lens and how critically analyzing the technology’s role in the event can help interactions with those of a different viewpoint, culture, or perspective.

Integrating Reliable Evidence from Varied Sources

The #MeToo Movement has been a powerful force in the fight against sexual harassment and assault. A wide range of sources has supported it. For instance, data from the National Sexual Violence Resource Center (NSVRC) shows that 1 in 5 women and 1 in 71 men in the US will be raped at some point in their lives, while 1 in 2 women and 1 in 5 men experience sexual harassment in their lifetime (Smith et al., 2018). The Rape, Abuse & Incest National Network (RAINN) reports that every 68 seconds, another American is sexually assaulted (RAINN). Additionally, the role of social media platforms, such as Twitter and Facebook, in amplifying the #MeToo Movement has been well documented. A report by the Pew Research Center found that 75% of American women who have heard of the #MeToo movement believe that it has positively impacted their ability to talk about sexual harassment and assault (Brown, 2022). This evidence emphasizes the high amount of research done to uncover the severity of sexual harassment in our society.

One Way My Analysis Might Have Been Different If I Had Used One of the Other General Education Lenses to Analyze the Technology’s Role in The Event.

If I had used a different general education lens to analyze the technology’s role in the #MeToo Movement, my analysis might have focused more on a feminist lens. Through a feminist lens, the analysis would focus on the systemic and structural power imbalances that underlie sexual harassment and assault and how technology has been used to challenge and subvert these imbalances (Durana, Lenhart, Miller, Schulte, & Weingarten, 2018). Technology has challenged these imbalances by providing a platform for victims to speak out and creating ethical frameworks for AI development that promote human survival. For instance, the anonymity provided by social media platforms has allowed survivors to come forward with their stories without fear of retribution while also providing a space for collective action and solidarity.

How critically analyzing the technology’s role in the event can help interactions with those of a different viewpoint, culture, or perspective

Greater awareness of technology strengthens individual conversations. For instance, in my personal life, I have used my understanding of the role of technology in the #MeToo Movement to engage in more informed and nuanced discussions with friends and family about sexual harassment and assault. By considering how technology has been used to both challenge and reinforce power imbalances, I have been able to have more meaningful conversations about these important social and cultural issues.

The #MeToo Movement is a powerful example of how technology can challenge and subvert systemic power imbalances and support survivors of sexual harassment and assault. By considering the role of technology through diverse perspectives and lenses, we can have more informed discussions about these important issues and work towards a more just and equitable world. Technology can help us recognize the importance of listening to and amplifying survivors’ voices and creating a safe and supportive environment for them to share their stories.

References

Brown, A. (2022, October 06). More than twice as many Americans support than oppose the #MeToo movement. Retrieved February 13, 2023, from https://www.pewresearch.org/social-trends/2022/09/29/more-than-twice-as-many-americans-support-than-oppose-the-metoo-movement/

Durana, A., Lenhart, A., Miller, R., Schulte, B., & Weingarten, E. (2018). Sexual harassment: A severe and pervasive problem. Retrieved February 13, 2023, from https://www.newamerica.org/better-life-lab/reports/sexual-harassment-severe-and-pervasive-problem/summary-of-findings/

RAINN. (n.d.). Scope of the problem: Statistics. Retrieved February 13, 2023, from https://www.rainn.org/statistics/scope-problem

Smith S., Zhang X., Merrick M., Wang J., Kresnow M., & Chen J. (2018). Statistics. Retrieved February 13, 2023, from https://www.nsvrc.org/statistics