ERIC Number: ED361667
Record Type: Non-Journal
Publication Date: 1993-Oct
Reference Count: N/A
Toward Understanding Teacher Change. Technical Report No 585.
Stephens, Diane; And Others
To better understand teacher change, a study considered the classroom practices and beliefs of four teachers who were being trained as Reading Recovery teachers. The teachers were observed and interviewed over a 2-year period. Observations were elaborated as field notes; interviews were transcribed. A constant comparative method was used to identify patterns in the data. Findings suggest that teachers' beliefs and practices were embedded in and tied to broader contexts, and that, within these contexts, teachers held a succinct set of beliefs. Changes began as experiments, and teachers used their personal beliefs to determine whether something "worked." All four teachers tried similar practices and language, and there were both similarities and differences among the ideas they tried. Two of the teachers reorganized their belief systems based on a new, transformative belief they developed during the study. These findings suggest that teacher educators need to rethink the approaches they currently use for preservice and inservice education, as those approaches do not consistently take into consideration the complexity of the change process nor do they consider the contexts of teachers' professional lives. (Twenty references are attached; appendixes contain questions for an initial and a final interview with the teachers). (Author/NKA)
Publication Type: Reports - Research; Tests/Questionnaires
Education Level: N/A
Authoring Institution: Center for the Study of Reading, Urbana, IL.