Interpreting 21st Century Educational Reform in Alberta: A Pilot Study

Abstract

This paper will highlight the unique findings of a pilot study designed to understand the interpretations made by classroom teachers of 21st century educational reform, with particular attention on the effects of these findings for pre-service teacher education. The study was conducted with two teachers and two school-based leaders in one Alberta school division known for its commitment to 21st century educational ideals. It was found that both teachers and school-based leaders are interpreting 21st century education in very different ways. Most interestingly is the propensity for 21st century education to become hallmarked by one aspect that then becomes foundational.