Partnerschaftliches Arbeiten und kollaborative Professionalität als Ansätze für Reformen des Schulsystems in Ontario, Kanada

Abstract

This article discusses the approaches to education system reform developed and implemented in the province of Ontario, Canada, between 2003 and 2018. Two phases of the Ontario education reform strategies are discussed – an initial focus on working in partnership with priority goals for improving student achievement, followed by a shift to a new collaborative professionalism with a widening priority focus on equity and well-being. Finally, the article considers some lessons from these two phases of education reform in Ontario and current issues for educational change, particularly in light of the COVID-19 global pandemic.