Journal articles: 'Teachers and change'

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Razali, Fadhilah. "Teacher Understanding in Implementing Curriculum Change in Indonesia." International Journal of Scientific Research and Management 8, no. 03 (March 24, 2020): 1263–67. http://dx.doi.org/10.18535/ijsrm/v8i03.el04.

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Implementing a new curriculum really requires the creativity and independence of teachers. Especially in developing and implementing, it is not easy work to facilitate teachers when they not having strong understanding and the school does not facilitate this program. Some studies indicated that the initial implementation of curriculum changes was not effective. Teachers find that it difficult to implement changes in the form of teaching styles. The evidence from studies shows a lack of effort of teacher to implement change. There are various obstacles for teachers to implement curriculum changes. The obstacles indicate the form of weakness in terms of teacher skills and teacher knowledge. In curriculum change, weaknesses are found when the curriculum is prepared by other parties, or not by the teacher who guides the subject. The facts in the field show that not all teachers have the same understanding to compile a new curriculum. The ability of teachers is limited so that problems occur. Therefore, there is a need to pay attention on the understanding of teachers in implementing the curriculum change.

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Samaranayake, Geethamali, Kirthi Premadasa, Rajee Amarasinghe, and Khyam Paneru. "Teacher change through Lesson Study collaboration." International Journal for Lesson and Learning Studies 7, no. 4 (October 8, 2018): 263–76. http://dx.doi.org/10.1108/ijlls-12-2017-0055.

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Purpose The purpose of this paper is to measure teacher change in attitudes and beliefs among college teachers and school teachers who participated in Lesson Study projects. The authors investigate the answers to the question “Does the collective design of a single lesson contribute to noteworthy and lasting teacher change and student achievement?” Design/methodology/approach The authors surveyed a group of college and school teachers on several aspects central to the Lesson Study mission. The authors performed a formal statistical analysis of the survey results. The authors also utilized the analysis of student performance data of the same group of schoolteachers. These teachers come from a school district in the western USA and conducted Lesson Study as professional development. Findings The findings show significant and lasting change in attitudes and beliefs of teachers as a result of their Lesson Study experience. In addition, evidence suggests a strong connection between collaboration and teacher change. The authors also present evidence of the noteworthy influence that teachers who participated in Lesson Study had on a historically under-performing student population. Practical implications The findings show evidence of lasting and beneficial effects of teacher collaboration. The authors believe that our research is appealing to a vast audience and should inspire teachers toward collaboration. Originality/value The study contributes to the growing body of research on professional development of teachers by demonstrating the positive effects of Lesson Study on teachers in both college and school environments.

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Lockton, Marie. "Deliberating change." Journal of Professional Capital and Community 4, no. 2 (April 15, 2019): 107–23. http://dx.doi.org/10.1108/jpcc-06-2018-0018.

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PurposeHow teachers collectively address conflicting beliefs about reforms and come to privilege some over others is critically important in understanding instructional change and stability. The paper aims to discuss this issue.Design/methodology/approachDrawing on in-depth qualitative data gathered in interviews and observations of teachers’ formal collaboration time, this study focuses on teacher dialogue to examine the voicing and debate of teachers’ beliefs about reform efforts in their schools. Specifically, in two urban middle schools engaged in math instructional reforms, what are the conditions of teachers’ collaboration time that shape their dialogue about the feasibility of these reforms?FindingsThe findings reveal that the beliefs teachers voice vary widely depending on the topic of conversation. Teachers’ conversations about student achievement data and tracking elicited doubts about the possibility of instructional change, and conversations about other forms of student data and instructional strategies elicited a wider range of beliefs. Further, opportunities to meet with trusted colleagues as well as with wider groups provide teachers with different, but both useful experiences in exploring their own conflicting beliefs.Practical implicationsAvenues for shifting institutionalized beliefs about instruction in schools that have struggled to embrace equitable instructional practices for struggling students are discussed, along with implications for future research.Originality/valueThere is considerable research highlighting the characteristics of productive collaboration, but this paper provides a deeper understanding of the way teachers collectively negotiate beliefs about instructional changes in schools struggling to meet that mark.

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Pramesti, Wahyu, Mauliddhina Imas Permatasari, and Muhamad Chamdani. "PROBLEMS WITH THE 2013 CURRICULUM CHANGE ON THE QUALITY OF TEACHER TEACHING." Social, Humanities, and Educational Studies (SHEs): Conference Series 1, no. 2 (January 11, 2019): 495. http://dx.doi.org/10.20961/shes.v1i2.26828.

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<p><em>Curriculum always develops following the current times. the change of curriculum implementation encountered many obstacles both from schools, teachers and students. . This research is a qualitative descriptive study. Data collection techniques used are questionnaires. this research aims to identify the problems of teachers in implementing the 2013 curricullum learning in elementary schools. this research is expected can give useful information about the 2013 curriculum problem on how the way the teacher teaches to improve the teaching learning qualityThe results of the study show that the problems of teachers come from the government, teachers, and students. The problems of the teacher include learning media, learning materials, learning methods, and the integration of the lessons learned in thematic learning. Students' problems are adaptation to thematic learning in the 2013 curriculum. The conclusion is that the implementation of the 2013 curriculum with good teacher quality can improve learning in school.</em></p>

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Feng, Tao, Lu Wang, and MengYa Zhou. "The Development and Change of Teachers’ Strategic Knowledge in Teachers’ Online Community of Practice." International Journal of Asian Business and Information Management 4, no. 1 (January 2013): 1–9. http://dx.doi.org/10.4018/jabim.2013010101.

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To obtain the development and change of teachers’ strategic knowledge in teachers’ online community of practice (TOCP) in China, content analysis, video case analysis and statistical analysis methods were adopted to study 45 teachers (15 novice teachers, 15 key teachers, and 15 experienced teachers) from three participating schools during three phases. The development and change of different teacher groups’ strategic knowledge and the general characteristics of their strategic knowledge have been concluded respectively. It can be concluded that TOCP has changed teachers’ professional learning model, constantly improved their strategic knowledge and positively influenced different teacher groups’ strategic knowledge.

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Harrison, Chris. "Teachers developing assessment for learning: mapping teacher change." Teacher Development 9, no. 2 (July 1, 2005): 255–64. http://dx.doi.org/10.1080/13664530500200264.

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Amini, Davoud, Sima Najafi, and Bahram Behin. "Exploring EFL Teachers’ Moral Identity: The Case of Iranian Teachers." Journal of Teacher Education for Sustainability 22, no. 1 (June 1, 2020): 111–23. http://dx.doi.org/10.2478/jtes-2020-0009.

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AbstractEducating teachers for sustainability requires that teachers be considered as the mediators of change. To achieve this goal, a constructive teacher-learner relationship is essential where values and ethicality play a crucial role. Investigating language teachersí moral identity as an important aspect of teacher cognition can yield useful insights into the kind of relationship which is congenial to the desired whole-person development. The present qualitative study intended to explore the nature of moral dilemmas in language classes and teachersí criterial beliefs in responding to these dilemmatic situations. A systematic coding analysis of the recorded interviews with eight Iranian experienced EFL teachers revealed that they encountered moral dilemmas in both disciplinary and educational aspects of the teaching process. They referred to their knowledge, experience, intuitive sense as well as the teaching context and learnersí history as sources of their moral judgment. The findings on teachersí moral identity uphold implications for teacher education.

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Shahmohammadi, Nayereh. "The Effect of In-Service Training Courses on the Teacher’s Attitude and Performance." International Letters of Social and Humanistic Sciences 19 (December 2013): 183–91. http://dx.doi.org/10.18052/www.scipress.com/ilshs.19.183.

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The present article reports on a research designed to examine the effect of teachers in-service training programmes on their attitude and performance. The study was conducted on 100 teacher’s trainees in 6th Education district of Tehran. An attitude questionnaire was used once at the beginning and once at the end of the training course to check the participants’ attitude change. The teacher's performance was then observed using an observation checklist. A stimulated recall interview was conducted to check the reasons for the discrepancies between the programme guidelines and the teacher's performance. The results of the attitude questionnaire showed that the teacher's attitude had changed significantly in one area of the three areas under investigation. The analysis of the data collected through the observation checklist and the stimulated recall interview showed that the teacher's trainees performance was not acceptable in the area their attitude had undergone a change. The article concludes by suggesting that attitude change does not necessarily lead to a change in teachers performance.

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Anghelache, Valerica, and Cristina Corina Benţea. "Educational changes and teachers’ attitude towards change." Procedia - Social and Behavioral Sciences 33 (2012): 593–97. http://dx.doi.org/10.1016/j.sbspro.2012.01.190.

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Patton, Kevin, and Linda L. Griffin. "Experiences and Patterns of Change in a Physical Education Teacher Development Project." Journal of Teaching in Physical Education 27, no. 3 (July 2008): 272–91. http://dx.doi.org/10.1123/jtpe.27.3.272.

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This article describes comparative case studies of 2 of 12 veteran middle school physical education teachers participating in the Assessment Initiative for Middle School Physical Education (AIMS-PE), a reform-based teacher development project. The goals of the project were to help teachers examine and reframe their assessment practices and to design and implement curricular programs that encourage active teaching and learning. The following research questions guided this study: (a) What are the ways in which teachers changed their practices and/or beliefs concerning physical education teaching and assessment of student learning? and (b) what factors, both personal and institutional, influenced the level of changes (i.e., materials, teaching approaches, beliefs) experienced by each teacher? Three patterns of change were prominent in the teachers’ experiences: (1) increased planning and more efficient organization and management, (2) improved alignment of instruction processes and assessments, and (3) a shift in teacher roles characterized by the use of more indirect pedagogies to facilitate student-oriented small-sided games and student peer assessment. Even though these teachers made substantial changes, major shifts in assessment and instructional practices were not accomplished overnight. Changes required time, opportunity, and ongoing support.

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Bourn, Douglas. "Teachers as agents of social change." International Journal of Development Education and Global Learning 7, no. 3 (March 31, 2016): 63–77. http://dx.doi.org/10.18546/ijdegl.07.3.05.

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Teachers are seen as key actors of change within programmes and projects on global learning. But all too often they are regarded in an instrumental way or as promoters of some form of ideal global teacher. Evidence from the UK and elsewhere suggests that if a pedagogical approach is taken to the role of teachers within the process of learning, then three distinct locations of teachers as change agents can be identified. These are as change agents within the classroom, within the wider school, and within society as a whole.

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Tursini, Umi. "Exploring Changes in Teachers’ Instructional Practice through Self-evaluation as a Meditational Activity: A Case Study." Journal of Language Teaching and Research 8, no. 3 (May 2, 2017): 556. http://dx.doi.org/10.17507/jltr.0803.14.

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This study investigated an Indonesian English language teacher’s instructional practice and the extent to which the practice capable of change as a result of engagement in mediated self-evaluation. The study was framed using Vygotsky’s sociocultural theories. A case study, which drew on multiple data sources including interviews, classroom observations, and documentation, was employed. A range of artefacts including lesson video recording, student feedback, and collegial dialogue are used to self-evaluate teacher’s instructional practice. The qualitative analysis suggested that self-evaluation involving teacher's self-reflection on teaching in Indonesian university contexts had significant potential for mediating changes in instructional practice. The findings also revealed that teacher self-evaluation led to heightened self-reflection through which teachers understood themselves and their instructional practice more deeply in terms of their strengths and areas for development. This suggests that teacher self-evaluation contributes to professional learning by empowering teachers to transform their practice. Given that teacher self-evaluation is still a relatively new phenomenon in the Indonesian educational context; the positive outcomes reported in this study are promising. Hence, it is reasonable to recommend that educational leaders in Indonesia provide opportunities for teachers to formally self-evaluate. The necessary provisions must therefore be in place and will ideally include formal training or workshops on how to perform a self-evaluation, the allocation of time to carry out the process, and ongoing support to address teachers’ needs and concerns about the process in terms of consistency and timeliness.

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Koskela, Teija, and Sirpa Kärkkäinen. "Student Teachers' Change Agency in Education for Sustainable Development." Journal of Teacher Education for Sustainability 23, no. 1 (June 1, 2021): 84–98. http://dx.doi.org/10.2478/jtes-2021-0007.

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Abstract Previous research shows that teachers are key players in supporting agency in the face of the biggest global challenges of our time, such as climate change and pollution, as teachers educate societies' future decision-makers. The aim of this study was to analyze student teachers' perceptions of change agency and sustainable development. In this qualitative case study, the writings of student teachers (n = 116) were studied in the context of sustainable development education. The data were analyzed using content analysis. The findings of the research confirmed previous studies showing that student teachers' perceptions of sustainable development were quite narrow. The results indicated that the student teachers wrote mainly about social dimensions of sustainable development; few of them considered economic or environmental dimensions of sustainable development. The results provided new information about the current state of student teachers' perceptions of change agency in the teacher education context. Teacher education should focus more on a holistic view of sustainable development aspects. These findings might be useful in implementing teacher education curricula.

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Poole, Wendy. "Reconstructing the Teacher-Administrator Relationship to Achieve Systemic Change." Journal of School Leadership 5, no. 6 (November 1995): 565–96. http://dx.doi.org/10.1177/105268469500500603.

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The transition from hierarchical to collegial relationships between teachers and administrators is examined within the context of a school district that implemented a new model of teacher supervision and evaluation. This new model called for teachers to assume responsibility and accountability for their individual professional growth, and it called for administrators to facilitate and coach teachers to become self-directed and self-evaluating. This transition required teachers and administrators to reconstruct meanings about the teacher-administrator relationship. Meanings constructed by teachers and administrators are examined, along with the interpretive process through which individual and shared meanings developed. Several implications for research and practice are provided.

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Lim, Jenny. "Teacher Development in Action. Understanding Language Teachers' Conceptual Change." System 41, no. 3 (September 2013): 882–84. http://dx.doi.org/10.1016/j.system.2013.07.005.

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Arshavskaya, Ekaterina. "Teacher development in action: understanding language teachers’ conceptual change." Teacher Development 18, no. 2 (April 3, 2014): 274–75. http://dx.doi.org/10.1080/13664530.2014.901987.

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Liu, Peng. "Chinese teachers’ perspectives on teachers’ commitment to change." International Journal of Comparative Education and Development 18, no. 1 (February 8, 2016): 2–18. http://dx.doi.org/10.1108/ijced-10-2015-0005.

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Purpose – The willingness of teachers to be part of and contribute to education reform is crucial for its success and effectiveness. Based on the motivation theory of Bandura (1986), Leithwood et al. (1999) conceptualized teachers’ motivation as part of educational change and described it using four dimensions including personal goals, context beliefs, personal beliefs, and emotional arousal. They also defined teachers’ commitment to change as teachers’ identification with or desire to be part of the change process. To date, most studies relating to teacher commitment to change have been conducted quantitatively, with comparatively little qualitative investigation into teachers’ lived experiences during a period of curricular reform. The purpose of this paper is to fill this qualitative gap in the literature and describes the realities of Chinese secondary teachers during a period of curricular reform. It investigated how the four dimensions of teachers’ commitment to change interact with one another during the change process, and how internal and external school factors affect teachers’ levels of commitment to change. Design/methodology/approach – In this research, the purposive sampling strategy was used. Age, gender, years of service, and the type of school at which teachers taught were taken into consideration. In all, 23 Chinese teachers with different numbers of years of work experience participated in this study. According to Hargreaves (2005), teachers can be categorized into three groups based on their years of working experience. Teachers with one to five years’ teaching experience are regarded as early career teachers, teachers with six to ten years of teaching as mid-career teachers, and teachers with more than ten years of working experience as experts. The samples all had upper secondary school teaching experience. They were all certified teachers in China. Their years of working experience ranged from 1 to 5, 6 to 10, and more than 11 years. Their teaching subjects included English, literature, math, geography, physics, biology, and chemistry. Semi-structured, open-ended, in-depth interviews were used to collect data. Open-ended interviews were used to give teachers the opportunity to expand and elaborate upon their perception and experience of their commitment to change and describe in detail their experiences in school contexts where their commitment to change was supported or hindered. Findings – The research revealed that teachers in different age groups had different perceptions of teachers’ commitment to change and also that internal and external organizational factors have different effects on their perceptions. This study seeks to contribute to teachers’ professional development in the Chinese school context and may help school administrators across cultures to adopt more appropriate methods for realizing effective change in their schools. Originality/value – This study seeks an in-depth understanding of Chinese teachers’ motivation to be part of school reform, in particular the motivation process of Chinese teachers with different amounts of teaching experience. It contributes to the understanding of effective education change in China and other similar contexts.

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Koss, Roberta, and Rick Marks. "Implementing the “Professional Standards for Teaching Mathenatics”: The Teacher and Evaluation." Mathematics Teacher 87, no. 8 (November 1994): 614–17. http://dx.doi.org/10.5951/mt.87.8.0614.

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Evaluation of teaching is usually something done to a teacher. In contrast, the Professional Standards for Teaching Mathematics (NCTM 1991) supports evaluation of teaching done by and for a teacher. That is, the teacher participates actively in designing and carrying out any evaluation, and the process contributes substantially to the teacher's professional growth. This vision dramatically changes the roles and responsibi)jties of the teacher as well as others involved in evaluating teaching. To begin moving effectively in this direction, both teachers and supervisors need to understand the rationale for change and to see how this change could occur.

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Song, Zhanwen, and Ogunniran Moses Oladele. "The Impact of Professional Learning Communities on English Teacher Belief Change." International Journal of Linguistics 13, no. 3 (May 5, 2021): 1. http://dx.doi.org/10.5296/ijl.v13i3.18606.

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This study aimed to examine the impact of professional learning communities on English teacher belief change with English teachers in Hospitality Institute of Sanya as a case study. The study proffered answers to magnitudes at which professional learning communities motivate English teacher belief change in Hospitality Institute of Sanya, the characteristics of professional learning communities that affect English teacher belief change in Hospitality Institute of Sanya, and the belief changes that were experienced by English teachers in Hospitality Institute of Sanya. The study adopted a qualitative research design that used structured interviews with (fifteen) 15 English teachers as participants for the study. Thematic analysis was used to analyze the data. Findings showed that most participants had the right perspectives of their communities through the professional learning communities, which exert positive effects on English teacher belief change. Reflective dialog, feedback among teachers, collaborative activity, a shared sense of purpose, and collective focus on students' learning were found out to be the major characteristics of professional learning communities that affected English teacher belief change in Hospitality Institute of Sanya. The study recommended that teacher belief change needs to be monitored by the institution's authority, going by the nature of the activities that go on in the institution.

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Cardoso, Adriana, Susana Pereira, Teresa Leite, and Encarnação Silva. "From Initial Education to Portuguese L1 Classroom: conceptions about teaching and learning grammar." DELTA: Documentação de Estudos em Lingüística Teórica e Aplicada 34, no. 4 (December 2018): 1019–43. http://dx.doi.org/10.1590/0102-445090849479780631.

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ABSTRACT The goal of this paper is to discuss representations about grammar teaching of Portuguese L1 teachers. It draws on the exploratory study designed to identify the invariants and divergences in self-perceptions about L1 grammar teaching of trainees in different training situations: in-service teachers, pre-service teachers and bachelor’s students. The study focus on student’s and teacher’s acknowledgment of the Portuguese L1 Curriculum (Reis et al. 2009), which conveys a clear paradigm change in Portuguese language education, assuming that grammar teaching is based upon language awareness development. The results show an evident gap between students and teachers in what concerns the familiarity with the Portuguese L1 Curriculum and teaching strategies. However, some puzzling convergent points are the importance attributed to grammar and poor linguistics background. The results analysis draws attention to the relationship between teacher cognition and practice, highlighting fragilities in teacher education and potential conceptual changes that may lead to effective changes in classroom practices.

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Vasil, Martina. "Integrating popular music and informal music learning practices: A multiple case study of secondary school music teachers enacting change in music education." International Journal of Music Education 37, no. 2 (February 19, 2019): 298–310. http://dx.doi.org/10.1177/0255761419827367.

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The purpose of this multiple case study was to examine the practices and perspectives of four music teachers who integrated popular music and informal music learning practices into their secondary school music programs in the United States. A primary goal was to understand music teachers’ process of enacting change. Data included 16 semi-structured interviews, eight school site visits and observations, documents, and a researcher journal. Findings revealed that teachers enacted change within micro-contexts—their classrooms. Teachers had an internal locus for change; they developed rationales for change and initiated curricular changes in response to a lack of student engagement, which seemed to stem from students feeling insecure in their musical abilities and disconnected from the content and pedagogy used in music classes. For the teachers in this study, the solution was integrating popular music and informal music learning practices. Thematic analysis revealed eight characteristics of effective teacher-initiated change in secondary music education: (1) holistic and gradual change processes, (2) teacher reflection and inquiry, (3) teacher autonomy, (4) enabling institutional factors, (5) use of a variety of supportive networks, (6) student-centered pedagogy, (7) teacher-selected professional development, and (8) a balance of structure and chaos and formal and informal learning.

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Cheung, Wai Sing, and Jocelyn Lai Ngok Wong. "Understanding reflection for teacher change in Hong Kong." International Journal of Educational Management 31, no. 7 (September 11, 2017): 1135–46. http://dx.doi.org/10.1108/ijem-01-2016-0007.

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Purpose The purpose of this paper is to study how reflection affects the teacher change with a focus on teaching practices under education reforms in Hong Kong. Design/methodology/approach This study adopted narratives as the research design to unveil the contents of teachers’ reflection and how the contents affect their change in teaching practices under education reforms. Findings The study finds that teachers’ reflection starts with completion of curriculum (“technical level”), then consideration of students’ learning needs (“practical level”) and finally, the social justice and equality (“critical level”). The levels of reflection teachers engage have significant influence on their change. The higher the level of reflection teachers have, the more motivated the teachers to explore new teaching practices not only for the learning needs of students in classroom but also for the society outside classroom. Originality/value This study underlines the value of reflection in the process of teacher change in their teaching practices.

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Jozauska, Kristine. "TEACHER AUTHORITY IN SCHOOL." SOCIETY. INTEGRATION. EDUCATION. Proceedings of the International Scientific Conference 2 (May 21, 2019): 171. http://dx.doi.org/10.17770/sie2019vol2.3876.

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The purpose of education is to initiate the young into the different ways in which, over the centuries, men have organized their experience and understanding of the world. This initiation depends upon the ability of teacher to explain and inspire, and on the willingness of the young to engage in this enterprise with a proper humility. The discussion on the role of authority in knowledge development and the subject of lack of teacher's authority is in great tension. The role of the teacher has changed, authority, a fundamental part of the teaching–learning process, is a problematic and questioned by society, the media, parents and students. Due to the fact that the teacher is in the role of the manager of the class, they require power in another form, the authority to influence student behavior. This could be termed teacher authority. Power and authority are central features of teachers' work. Many studies of teachers emphasize the impact that teachers have on students. Legitimate teacher authority is fundamental to effective teaching, but is often a thorny issue that teachers need to grapple with when teaching in modern teaching contexts.The main goal of the article is to analyze the teacher's authority and the pedagogical act in the situation of social change.

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Anderson, Robin, Jo Boaler, and Jack Dieckmann. "Achieving Elusive Teacher Change through Challenging Myths about Learning: A Blended Approach." Education Sciences 8, no. 3 (July 4, 2018): 98. http://dx.doi.org/10.3390/educsci8030098.

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The idea that success in mathematics is only available to those born as “mathematics people” has been challenged in recent years by neuroscience, showing that mathematics pathways develop in the brain through learning and practice. This paper reports on a blended professional learning model of online and in-person meetings during which 40 teachers in 8 school districts in the US learned about the new brain science, challenging the “math person” myth, as well as effective mathematics teaching methods. We refer to the combination as a Mathematical Mindset Approach. Using mixed methods, we conducted a one-year study to investigate teacher and student learning in a Mathematical Mindset network. We collected data on teacher and student beliefs, teacher instructional practice, and student learning gains on state achievement tests. The results from our quantitative analyses found statistically significant positive improvements in student beliefs, teacher’s instructional practice, and on students’ math test scores. The mindset approach particularly raised the achievement of girls, English learners, and economically disadvantaged students. Based on our qualitative analysis, we propose that the success of the intervention rests upon two central factors: (1) The different forms of PD served to eradicate the learning myths that had held up teachers and learners; and that (2) Teachers had space for identity work as mathematical learners.

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Datnow, Amanda. "Time for change? The emotions of teacher collaboration and reform." Journal of Professional Capital and Community 3, no. 3 (July 9, 2018): 157–72. http://dx.doi.org/10.1108/jpcc-12-2017-0028.

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Purpose The purpose of this paper is to examine the intersection of teacher emotions, teacher collaboration and educational reform, particularly with respect to time, a key teacher resource that is often impacted in school change. Design/methodology/approach This paper draws upon data gathered in an in-depth, two-year qualitative case study of teacher teams in two US elementary schools. A total of 57 interviews and 102 hours of teacher team meeting observations were conducted across the two schools. The data analysis process involved several rounds of content coding of interview transcripts and teacher team meeting observation notes using MAXQDA software. Findings Teachers at the two schools benefitted from collaborative school structures that allowed time and space to innovate and brought joy to their professional lives. Strong professional communities served as sources of support as teachers experienced stress and frustration with reforms that created demands on their time and shifts in their teaching. Leadership played an important role in providing emotional support and autonomy to teachers, allowing teachers to flourish collectively. Originality/value This study has important implications for how researchers, policymakers and practitioners conceptualize the emotional dimension of teachers’ time in educational reform efforts. It is critical to consider whether expectations for what teachers can accomplish in collaboration are realistic in light of current working conditions. Given that emotions are at the core of teaching and the process of change, it is important to continue to explore the connections between teacher emotions and the professional capital they build in collaboration with each other.

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Shinta Sari, Septhina, Joko Nurkamto, and Dewi Rochsantiningsih. "Teacher Professional Development: The Story of English Teacher's Beliefs and Practices." ELS Journal on Interdisciplinary Studies in Humanities 3, no. 1 (March 30, 2020): 150–57. http://dx.doi.org/10.34050/els-jish.v3i1.9313.

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Teacher professional development is often seen as the key to powerful education improvement. Therefore, teachers are expected to experience continuous professional development to keep abreast with the endless change taking place in the education routines. This study revealed the teacher’s beliefs and practices regarding with teacher professional development activities. Using qualitative study, mainly through written guided reflection and interview, this investigation resulted in two important findings. The first dealt with the teacher’s strong and positive beliefs toward teacher professional development activities and the other revealed the teacher’s exemplary practices. Hence, this research gives the implication for the teachers to always be involved in life-long endeavor to maintain the professionalism.

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Goldhaber, Dan, John Krieg, Natsumi Naito, and Roddy Theobald. "Making the Most of Student Teaching: The Importance of Mentors and Scope for Change." Education Finance and Policy 15, no. 3 (June 2020): 581–91. http://dx.doi.org/10.1162/edfp_a_00305.

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A growing literature documents the importance of student teaching placements for teacher development. Emerging evidence from this literature highlights the importance of the mentor teacher who supervises this placement, as teachers tend to be more effective when they student teach with a mentor who is a more effective teacher. But the efficacy of policies that aim to have effective teachers serve as mentors depends a great deal on the availability of effective teachers to serve in this role. We therefore use data from Washington State to illustrate that there is ample scope for change in student teacher placements; in other words, there are far more effective teachers within fifty miles of a teacher education program (TEP) who could host a student teacher in each year than the number of teachers who serve in this role. We also discuss the considerable challenges to improvement efforts related to the need for better coordination between TEPs, K–12 school systems, and states. Finally, we argue that, if policy makers value teacher candidate development equivalently to teacher in-service development, they should be willing to pay substantially more than the current average compensation for mentor teachers to recruit effective teachers to serve in this role.

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Pessoa, Rosane Rocha, and Maria Aparecida Yasbec Sebba. "Sources and types of change: a study with three English teachers." Revista Brasileira de Linguística Aplicada 9, no. 1 (2009): 265–90. http://dx.doi.org/10.1590/s1984-63982009000100013.

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Based on the assumption that change is more likely to happen if it is not imposed upon teachers, but rather developed by them, we invited three English teachers to take part in a study in which they would have the opportunity to reflect collaboratively upon their teaching. Based on these reflections, some themes were defined for theoretical readings, which also became objects of reflection. The analysis of the eight reflective sessions and the final interview allowed us to detect eight sources of declared changes. The results showed that experiences which belong to the realm of practice are more relevant than theory to foster teacher change and that changes seem to have happened both cognitively and behaviorally. In addition, the more experienced teachers performed changes that were more "reflective" than "technical", confirming that less experienced teachers are more worried about the technicalities of teaching while more experienced or reflective teachers are more concerned with the consequences of what they do to students.

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Williams, Patricia, and Carl Harris. "Revisiting Room 224: Teacher Educators and Classroom Teachers Change Places." Clearing House: A Journal of Educational Strategies, Issues and Ideas 64, no. 3 (February 1991): 187–89. http://dx.doi.org/10.1080/00098655.1991.9955842.

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Wagner, Brigid Daly, and Lucia French. "Motivation, Work Satisfaction, and Teacher Change Among Early Childhood Teachers." Journal of Research in Childhood Education 24, no. 2 (March 24, 2010): 152–71. http://dx.doi.org/10.1080/02568541003635268.

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Hart, Lynn C. "Supporting Teacher Learning: Standards-Friendly Lessons in University Methods Courses." Teaching Children Mathematics 13, no. 4 (November 2006): 211–15. http://dx.doi.org/10.5951/tcm.13.4.0211.

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Since the publication of reform recommendations in Curriculum and Evaluation Standards for School Mathematics (National Council of Teachers of Mathematics 1989), many strategies have been used to align teacher practice with the Standards. For example, mathematics educators have examined the impact of coaching in teacher's classrooms (Hart, Najee-ullah, and Schultz 2004), changing curriculum materials (Educational Development Center 2005), using case studies (Barnett 1992), and participating in lesson study groups (Fernandez 2005). Although all these strategies—given the appropriate resources and teacher motivation—can improve instructional practice, many are not easily implemented in a university classroom. Teacher education programs in colleges and schools of education that attempt to facilitate substantial and lasting change in teacher practice, particularly change with preservice teachers, must often find other methods.

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Fitria, Happy, and Suminah Suminah. "Role of Teachers in Digital Instructional Era." Journal of Social Work and Science Education 1, no. 1 (July 27, 2020): 70–77. http://dx.doi.org/10.52690/jswse.v1i1.11.

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The birth of a digital knowledge-based community brought major changes in everything. The role of teachers in learning in the digital age requires the expertise of teachers to implement appropriate solutions to various problems and adapt to changing environments. This change requires a new orientation in education that emphasizes creativity, initiative, innovation, communication and cooperation. In the digital age, teachers are needed to be able to keep up with the times, can play various roles as change bearers, learning consultants; who have a high sense of humanity and morals, and social sensitivity, and are rational and honest-minded, so that they are able to work well in a dynamic educational environment. This article discusses the role of teachers in the digital age in learning that is thought to influence vision, responsibility, social sensitivity, logical ability and teacher honesty. All of this boils down to the role of teachers in the digital age as agents of change and learning consultants. The teacher becomes a bridge of revolution by making himself as motivator which moves students to accessible learning resources.

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Bechtel, Pamela A., and Mary O’Sullivan. "Enhancers and Inhibitors of Teacher Change among Secondary Physical Educators." Journal of Teaching in Physical Education 26, no. 3 (July 2007): 221–35. http://dx.doi.org/10.1123/jtpe.26.3.221.

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The purpose of this study was to explore enhancers and inhibitors that impacted 4 secondary physical education teachers to make changes in their programs. An interpretivist approach was used to understand the physical educators’ change process. Data were collected from document analyses, participant information sheets, interviews, discussion groups, and observing classes. Data were analyzed as 4 case studies using inductive analysis that examined emergent themes for each participant. A cross-case analysis highlighted the common enhancers and inhibitors for the teachers’ change process. The enhancers to change were the teachers’ visions and beliefs of physical education and support from principals, colleagues, and students. The inhibitors to change were district practices and policies and educational priorities. Gaining a better understanding of the teacher change process will help to design more effective professional development programs for secondary physical education teachers.

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Choi, Jung-ah. "A Case Study of Teaching High-level Reflection to Teachers: Dissecting My Failing Journey." Journal of Education and Training Studies 8, no. 9 (July 29, 2020): 35. http://dx.doi.org/10.11114/jets.v8i9.4950.

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While the teacher education literature stressed the importance of teachers’ reflection for the purpose of their professional growth, very few focus on teacher’s personal intellectual growth, intelligent dispositions. In fact, teacher educators are concerned about teachers’ anti-intellectualism, as most teachers stay at their comfort zone and resistant against complex higher order thinking. This case study is an attempt to showcase how to enhance teachers’ intellectual growth in the university classrooms. Using Valli’s typology of reflections, this study first identifies what level of reflections teachers engage, and documents what attempts I, as a teacher educator, made to promote higher order thinking. The finding confirms the existing literature that teachers tend to engage in pragmatic/practical thinking, and are not ready, or not willing, to take up a deeper level of intellectual reflections. My efforts to cultivate a culture of inquiry became unsuccessful, because teachers’ practicality-oriented mindset conflicts with my goal of promoting nonpragmatic inquiry, i.e., higher order thinking. This study leaves an implication for teacher educators: Teacher education curriculum oughts to undergo a paradigmatic change from pragmatic inquiry into non-pragmatic inquiry to allow teachers beyond the normative framework, and nourish teachers’ intellectual life.

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Beach, Dennis. "From Teachers for Education Change." European Educational Research Journal 2, no. 2 (June 2003): 203–27. http://dx.doi.org/10.2304/eerj.2003.2.2.2.

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This article concerns issues connected to social inclusion and exclusion in Swedish upper secondary education in the late 1990s, after the 1994 curriculum reform. It is based on ethnographic fieldwork that was completed in 2000 and that appropriated participant observation and interview methods in data production. Extensive comments from teachers and headteachers on strategies and ideas about how to work within the context of the reform, with respect particularly to expressed aims of providing an education of good and comparable quality for all students and opening up higher education to groups who were previously excluded from it, figure strongly in the article. The intention was to discover what the people working within schools felt about their working experiences with respect to social inclusion and to understand what stands in the way of the realisation of social inclusion at present. The article indicates that two competing regimes of truth currently operate on what counts as valid teacher work but also that a creative subject position for all education participants is important in projects of inclusion.

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Miléř, Tomáš, Jan Hollan, Jan Válek, and Petr Sládek. "Teachers’ Understanding of Climate Change." Procedia - Social and Behavioral Sciences 69 (December 2012): 1437–42. http://dx.doi.org/10.1016/j.sbspro.2012.12.083.

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Hatton, Elizabeth. "Teachers' Work: Directions for Change." Discourse: Studies in the Cultural Politics of Education 10, no. 1 (October 1989): 111–21. http://dx.doi.org/10.1080/01596306.1989.11720822.

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Hatton, Elizabeth. "TEACHERS' WORK: Directions for Change." Discourse: Studies in the Cultural Politics of Education 10, no. 1 (October 1989): 111–21. http://dx.doi.org/10.1080/0159630890100108.

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Aquila, Frank D., and John Galovic. "Encouraging Teachers To Adopt Change." NASSP Bulletin 72, no. 506 (March 1988): 50–53. http://dx.doi.org/10.1177/019263658807250609.

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Ni, Lijun. "What makes CS teachers change?" ACM SIGCSE Bulletin 41, no. 1 (March 4, 2009): 544–48. http://dx.doi.org/10.1145/1539024.1509051.

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Golding, Jennie. "Mathematics teachers’ capacity for change." Oxford Review of Education 43, no. 4 (July 4, 2017): 502–17. http://dx.doi.org/10.1080/03054985.2017.1331846.

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McCaughtry, Nate, Jeffrey Martin, Pamela Hodges Kulinna, and Donetta Cothran. "The Emotional Dimensions of Urban Teacher Change." Journal of Teaching in Physical Education 25, no. 1 (January 2006): 99–119. http://dx.doi.org/10.1123/jtpe.25.1.99.

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This study used an emotional geographies theoretical framework to analyze the emotional dimensions of urban teacher change. Fifteen urban physical education teachers involved in a comprehensive curriculum reform project were interviewed and observed multiple times across one school year. Data were analyzed using inductive analysis, and trustworthiness measures included triangulation, peer debriefing, researcher journals, and member checks. Teachers reported that emotional dimensions related to their urban students, colleagues, and status heavily influenced their engagement in the project. The discussion section maps the emotional dimensions of these teachers’ change experiences onto an emotional geographies framework that situates their experiences in change literature and offers a roadmap for future reform initiatives.

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Yuan, Huanshu. "Developing Culturally Responsive Teachers: Current Issues and a Proposal for Change in Teacher Education Programs." World Journal of Education 7, no. 5 (October 27, 2017): 66. http://dx.doi.org/10.5430/wje.v7n5p66.

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This paper examined current issues of educating culturally responsive teachers in teacher education programs fromempirical researches. Focusing on constructing a culturally responsive knowledge base for teacher education students,this paper summarized obstacles for developing culturally responsive teachers, proposed multicultural approaches toestablish a culturally responsive knowledge base for teacher education students, as well as presented practicalimplications to enhance the knowledge construction for preparing teachers for diversity. Aiming at stimulatingreconsiderations of situating teacher education programs in multicultural context, this paper brought culturallyresponsive perspectives to empower pre-service and in-service teachers’ teaching capacities to meet needs from theirstudents with diverse cultural and racial backgrounds.

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Kupiec, Monika. "Expectations of teachers towards parents and mutual cooperation." Problemy Opiekuńczo-Wychowawcze 581, no. 6 (June 30, 2019): 27–38. http://dx.doi.org/10.5604/01.3001.0013.3743.

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The article presents the results of research, the aim of which was to find ways in which teachers in 4th-grade understand cooperation with parents. From the constructivist perspective, it became important to reveal what kind of model of cooperation dominates in teacher's statements, which constitutes a modus operandi of teaching practice in relationship with parents. Teacher's expectations regarding cooperation with the student’s parents outline a clear framework of mutual relationship within the school, reveal the actual teacher’s contribution to the relationship and the level of his/her professionalism. This article reveals that the model of cooperation with parents adopted by teachers is instrumental. Teacher's expectations towards parents show the image of cooperation based on principles imposed on parents, assuming their effort in undertaking work for which they are not professionally prepared. In this model, the teacher, convinced of the deterministic power of family capital, relinquishes the postulated easement towards the family, condemns the failure of his own actions towards the child, family, does not change their ways, and even remains passive. The model of cooperation with parents adopted by the respondents is a perfect tool for the constantly reproducing social system, which does not meet the needs, possibilities and expectations of the modern family, fulfilling its still-imposed role in it.

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Olkishoo, Reuben Sitonik, Francis Maina Gichuru, Christopher Khayeka-Wandabwa, Methody Florian Owaki, Stephen Wamalwa, Pamela A. Marinda, and Tianxi Xu. "Preschool Teachers in Bottom-top Curriculum Change-Invigoration and Implementation." Educational Process: International Journal 8, no. 4 (December 15, 2019): 222–32. http://dx.doi.org/10.22521/edupij.2019.84.2.

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Calleja, James, and Laura Formosa. "Teacher change through cognitive conflicts: the case of an art lesson study." International Journal for Lesson & Learning Studies 9, no. 4 (August 11, 2020): 383–95. http://dx.doi.org/10.1108/ijlls-05-2020-0028.

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PurposeThe paper focuses on lesson study, which generally engages the collaborative work of a group of teachers, as implemented with a primary school art teacher who had limited opportunities for collaboration. Through lesson study, the teacher worked closely with a lesson study facilitator and an art education expert to plan a research lesson. The study explores how this collaboration generated cognitive conflicts and eventually teacher change.Design/methodology/approachThis paper presents a case study using a thematic approach to data analysis. The lesson study involved weekly face-to-face meetings and daily online communications over a period of eight weeks. In an attempt to reflect upon and resolve conflicts, the teacher kept a journal in which the teacher wrote down lengthy accounts of the discussions with knowledgeable others, the teacher’s struggles and ways of resolving these. Data were complemented by the different lesson plan versions, the post-lesson discussions and a detailed report documenting the lesson study process.FindingsThe paper provides insights into the role that cognitive conflicts play for teacher change. Through ongoing communication, reflection and support to resolve conflicts, the teacher recognised more collaborative opportunities for professional development, freed from rigid lesson planning practices and reported a new conceptualisation to teaching.Practical implicationsDrawing on the literature about effective teacher professional learning, the paper offers implications for supporting teacher change.Originality/valueThis paper provides insights into how lesson study may provide conditions that enable teachers' cognitive conflict and facilitate their consequent resolution.

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Rakhimbekova, A., and N. Alpysbaeva. "REQUIREMENTS FOR PROFESSIONAL AND PERSONAL QUALITIES OF PRIMARY SCHOOL TEACHERS." BULLETIN Series of Pedagogical Sciences 69, no. 1 (May 31, 2021): 101–8. http://dx.doi.org/10.51889/2021-1.1728-5496.13.

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The article discusses the requirements for professional and personal qualities of primary school teachers. The rapidly changing modern world simultaneously changes the socio-pedagogical functions of the teacher and the requirements imposed on him. Today, the goal of the school is not only to transfer new knowledge, goals, values and personal meanings, but also to reveal the abilities of a growing person. Traditional views are replaced by a new pedagogical system, in connection with which the requirements of society to the teacher's personality change, which reflects the updated content and structure of his professional activity. An important factor affecting the effectiveness of the teacher's activity is his personal qualities. When considering the qualities of a teacher as a subject of activity, researchers distinguish professional and pedagogical qualities that are very close in abilities and can be individual.

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Syukri, Ahmad, Nuzuar Nuzuar, and Idi Warsah. "Peran Kepala Madrasah dalam Meningkatkan Etos Kerja Guru." Journal of Administration and Educational Management (Alignment) 2, no. 1 (June 30, 2019): 48–60. http://dx.doi.org/10.31539/alignment.v2i1.725.

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The purpose of this study was to determine the role of the principal in improving teacher performance. Research uses a field research approach (field research). The results of the study, the headmaster always supervises or supervises by going around the classroom to see the teacher. In addition to supervising the teaching of the madrasah head teacher also plays a role in the process of monitoring or evaluating the work of all staff in the madrasah including the teacher, the madrasa head tries to influence teachers and employees to encourage enthusiasm for work and commitment to the task objectives. The conclusion of this research is the madrasa head plays an active role in efforts to improve the work ethic of teachers, namely by establishing harmonious relationships with fellow teachers (teachers), providing welfare to teachers who accommodate, control and evaluate teachers in carrying out their tasks so that they can change mindsets in building the character of the teacher, so that the teachers helped build the madrasas to be the foremost in accordance with their vision and mission. Keywords: The Principal's Role, Teacher's Work Ethic

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Aitken, Avril. "The Novice With Expertise: Is There a Leadership Role for Preservice Teachers in Times of Educational Change?" LEARNing Landscapes 1, no. 2 (January 2, 2008): 127–39. http://dx.doi.org/10.36510/learnland.v1i2.259.

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Teachers working in secondary schools in Quebec are in the initial stages of the implementation of a new curriculum. In contrast, preservice teachers completing their studies are prepared to use the programs and approaches. This article explores the notion of teacher leadership for the "novice with expertise." Competing conceptions of teacher leadership are presented, followed by an examination of preservice teachers’ representations of teacher leadership and tentative suggestions regarding the possibilities of leadership for preservice teachers.

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Hensvold, Inger Eline. "En förändrad yrkesidentitet: Förskollärares berättelser fyra och tolv år efter examen." Tidsskrift for Nordisk barnehageforskning 4, no. 1 (May 29, 2011): 1–16. http://dx.doi.org/10.7577/nbf.294.

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Title: A changed professional identity: Preschools teachers’ narratives twelve years after examination.Abstract: How do preschool-teachers describe their professional work with children four and twelve years after their graduation? The purpose was also to identify important factors concerning their professional development and identity. The empirical data are the narratives of three Swedish preschool-teachers, four and twelve years after their teacher graduation. The narrative is considered, according to Giddens (2008) as an expression of the professional identity, which is regarded as a relational concept and deals with the ability to be occupied with a specific narrative. Three recurrent themes were identified in the narratives, which show a changed professional identity. The first is a changed professional identity concerning a process from adaption to challenge in relation to the preschools self-narratives. The second is about a changed professional identity in relation to care and education. The third theme describes a change from focusing the teacher’s listening to the child into supporting and challenging the child’s learning process.

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Journal articles on the topic 'Teachers and change'

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