The dynamic interactions among beliefs, role metaphors, and teaching practices: A case study of teacher change

1991 ◽  
Vol 75 (2) ◽  
pp. 185-199 ◽  
Author(s):  
Carol Briscoe
Keyword(s):  
Teacher Change ◽  
Teaching Practices ◽  
Dynamic Interactions

Empowering professionalism in mission-oriented innovation

2021 ◽  
Author(s):  
Markus M Bugge ◽  
Fazilat Siddiq
Keyword(s):  
Digital Literacy ◽  
Primary Schools ◽  
Teaching Practices ◽  
Digital Technologies ◽  
Successful Implementation ◽  
Supply Side ◽  
Innovative Teaching ◽  
Teaching Tools

Abstract In the literature on mission-oriented innovation supply side and tech-oriented approaches have been complemented by broader and more inclusive societal approaches. Here, it is highlighted that both directionality and broad anchoring of diverse stakeholders across private, public, and civic domains are key to successful implementation. Still, it is unclear how these dimensions relate and unfold in practice. Using digital literacy in education as an example of mission-oriented innovation, this paper investigates what prerequisites and capabilities are needed to envision and govern such processes. Based upon a case study of innovative teaching practices in twenty-five classes at ten primary schools in Norway, the paper finds that the motivation, dedication, and engagement of the teachers is not primarily related to the digital technologies themselves, but to the professional and pedagogical anchoring of the digital teaching tools. The mobilization of the professionalism of the teachers is enabled by a process of balanced empowerment.

Understanding reflection for teacher change in Hong Kong

2017 ◽  
Vol 31 (7) ◽  
pp. 1135-1146 ◽  
Author(s):  
Wai Sing Cheung ◽  
Jocelyn Lai Ngok Wong
Keyword(s):  
Hong Kong ◽  
Teacher Change ◽  
Teaching Practices ◽  
Design Methodology ◽  
Critical Level ◽  
Education Reforms ◽  
Learning Needs ◽  
Content Type ◽  
The Social ◽  
Practical Level

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.

Brief Report: Teaching Practices Associated With the Authoritative Proof Scheme

2010 ◽  
Vol 41 (1) ◽  
pp. 14-19 ◽  
Author(s):  
Guershon Harel ◽  
Jeffrey M. Rabin
Keyword(s):  
Student Learning ◽  
Case Studies ◽  
Teacher Change ◽  
Teaching Practices ◽  
Classroom Teaching ◽  
Future Research ◽  
Classroom Observations ◽  
Proof Scheme ◽  
Specific Teaching ◽  
Academic Year

This Brief Report summarizes case studies of the classroom teaching practices of 2 algebra teachers. The data consist of videotaped classroom observations during 1 academic year. The study identifies and characterizes specific teaching practices that establish the norm that the teacher is the sole arbiter of mathematical correctness in the classroom. The authors suggest that these practices are likely to promote the development of the authoritative proof scheme in students. The results can provide a basis for future research investigating the prevalence of these teaching practices and their impact on student learning, and they can be used as parameters to investigate teacher change.

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