Significant and Worthwhile Change in Teaching Practice

TLDR

The study investigates what constitutes significant and worthwhile change in teaching practices and how research can facilitate this transformation. By reviewing teacher change and learning‑to‑teach literature and drawing on a funded research project, the authors develop a third perspective linking theory and practice. The perspective argues that empirical research premises, together with teachers’ practical knowledge, constitute reflective teacher change and that practice should be seen as theory‑embedded, offering guidance for integrating research into teachers’ thinking.

Abstract

This paper addresses two questions: What is involved in bringing about significant and worthwhile change in teaching practices? How can or should research aid in this process? In order to do so, two related literatures will be explored—teacher change and learning to teach. These literatures will be used to develop a third perspective, which will be grounded in examples from a teacher change research project which is funded by the Office of Educational Research and Improvement (OERI), U.S. Department of Education. This perspective suggests that empirical premises derived from research ( Fenstermacher, 1986 ) be considered as warranted practice, which, in combination with teachers's practical knowledge, become the content of reflective teacher change. It also suggests that practice should be viewed as activity embedded in theory. The paper concludes with suggestions for ways of approaching the introduction of research into teachers' ways of thinking.