Rethinking Innovative Learning Opportunities for Teachers in Educational Organizations toward Education 4.0

Abstract

Teacher behaviors play a key role in forming and shaping organizational culture in schools. The current innovative and leadership-based learning objectives introduced by Education 4.0 have made the transformation obligatory from traditional classrooms of the industrial society to creation of digital classrooms. This transformation will embrace digital curriculum that might impact learning outcomes and reduce in-class management. How is it different from traditional classrooms? The spaces in a digital classroom are both digital and physical. This environment asks for future creative convergence talents, thus giving teachers new tasks to take greater ownership of change processes of their school culture. This shift also requires creation of reflective learning communities together with a redefinition of the meaning and scope of teacher supervision. This study introduces, a “Teacher Competency Development Model,” in which innovative learning opportunities for teachers in educational organizations toward Education 4.0 are offered through innovative models in teacher supervision based on cognitive, reflective, and peer coaching and their utilization within the educational contexts. Within this framework, the contents and strategies of three supervision models, namely, reflective, cognitive, and peer coaching to be able to help teachers survive and cope with their adaptation to Education 4.0 will be discussed.