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ERIC Number: EJ1140023
Record Type: Journal
Publication Date: 2017
Pages: 16
Abstractor: As Provided
ISBN: N/A
ISSN: ISSN-1366-4530
Teachers' Perceptions of Their Most Significant Change: Source, Impact, and Process
Henning, John E.; Rice, Linda J.; Dani, Danielle E.; Weade, Ginger; McKeny, Timothy
Teacher Development, v21 n3 p388-403 2017
The purpose of the study was to examine the differences among significant changes in the practice of individual teachers. Seventeen US teachers were interviewed about the most successful change in their teaching career. The differences in teacher change were based primarily on the source and impact of the change. The sources of change were divided into two categories: other-initiated or self-initiated. The level of impact was determined in three ways: by whether teachers described a new practice, a new direction, or a change in their beliefs. By organizing according to both the source and impact of the change, four types of change were identified: "Response to School Initiatives," "Professional Development Initiatives," "Student-Centered Changes," and "Self-Designed Changes." Self-Designed changes were further distinguished based on the time required for the change process. Implications for developing new strategies to foster teacher development are discussed.
Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
Publication Type: Journal Articles; Reports - Research
Education Level: Elementary Secondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Ohio