Change and the organisational character of teacher education

Abstract

ABSTRACT The argument of this paper is that the relative failure of change efforts in teacher education is a result of a lack of understanding of the dynamics of change, and a lack of consideration of the organisational features of teacher training institutions. These observations are supported by a critical review of the North American literature on educational change and the nature of educational organisations. It is maintained that in general teacher training institutions are highly vulnerable organisations, and are subject to pressure for change by external agencies. It is further argued that a capacity to change in teacher training institutions is predicated on the positive poles of the dimensions associated with problem-solving, decision-making, communications, goals, climate and implementation. Finally, it is suggested that change strategies in teacher training institutions should take account of both the task and process elements associated with the proposed change.