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ERIC Number: EJ863460
Record Type: Journal
Publication Date: 2009-Dec
Pages: 18
Abstractor: As Provided
Reference Count: 31
ISSN: ISSN-1941-5257
Seeing Is Believing: Creating a Catalyst for Teacher Change through a Demonstration Classroom Professional Development Initiative
Grierson, Arlene L.; Gallagher, Tiffany L.
Professional Development in Education, v35 n4 p567-584 Dec 2009
This qualitative case study explored the experiences of eight observing teachers, a demonstration teacher, and a program department consultant, who over a nine-month period participated in a demonstration classroom professional development initiative. Analyses of participants' experiences documented how the initiative created a catalyst for changes in observing teachers' beliefs and practices. Factors identified as those supporting their change processes included: the provision of "believable" vicarious experiences in a local school context; the demonstration teacher's exemplary mentoring skills and respect for observing teachers' professional decision-making; the cohesion created by tri-level alignment of programming goals; and the on-going support provided to observing teachers. While this study affirmed that demonstration classrooms hold the potential to promote teacher change, it highlighted the importance of the selection of mentor teachers who are willing and able to provide differentiated professional learning, and the significance of attending to the organizational elements of such opportunities.
Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site:
Publication Type: Journal Articles; Reports - Research
Education Level: Elementary Education; Primary Education
Audience: Teachers
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Canada