NotesFAQContact Us
Collection
Advanced
Search Tips
ERIC Number: ED221486
Record Type: RIE
Publication Date: 1982
Pages: 59
Abstractor: N/A
Reference Count: 0
ISBN: N/A
ISSN: N/A
Metaphors of Change and Models of Inservice.
Chapman, Shirley; Parsons, Jim
Metaphors influence, in many ways, methods and ways of thinking, including the planning and implementation of inservice teacher education programs. Inservice programs are often not considered successful; writers, developers, producers, and potential adopters of the programs should become aware of their metaphoric stance. Three metaphors commonly found in society are the technological, political, and cultural metaphors, which can be applied to three dominant models (research development and diffusion, problem solving, and social interaction) that are part of the implementation stage of educational innovation. The technological metaphor views the world through the dynamics of industrial change. The political metaphor contends that conflict, competition, compromise, and negotiations are the basis for change. The relationships of the individual to society and other people form the basis of the cultural metaphor. Each of the three inservice models illuminate one perspective of the innovation process. The research development and diffusion model assumes that solving problems is primarily a matter of attention, applications, and money. The problem solving model is built around the user of the inservice program with the assumption that the program will satisfy identified needs. The social interaction model stresses the importance of interpersonal networks of information, opinion leadership, personal contact, and social integration. Knowing the advantages and problems of each of these models, as they reflect the metaphorical concepts that form their philosophic base, will help to improve the planning and implementation of inservice teacher education programs. (JD)
Publication Type: Reports - Descriptive
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers: N/A
Note: Figures may not reproduce well due to small print.