Learning to change : a study of continuing teacher development in two contexts of educational reform.
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Date
2013
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Abstract
Systemic educational reforms entail major changes at the different levels of the system, of
which classroom practice is ultimately crucial to obtaining the desired output. Within this
paradigm shift, experienced teachers have to replace what they are likely to consider good
teaching and learning approaches with unfamiliar strategies. Continuing professional teacher
development (CPTD) plays a key role in successfully changing classroom practices.
This in-depth case study research —six teachers in two different countries, Canada and South
Africa—looks into the information acquisition process of instructors. Interviews were
performed at different levels of the educational system – policy makers, pedagogic/subject
advisors as well as teachers for which questionnaires and classroom observation were also
used to collect data. A research-based analytical tool developed by Laura Desimone
(Desimone, 2009) guided the exploration of the vast data collected and served as the analytical
framework for the various data sources, drawing a link between the intended, implemented and
attained policies. The thorough discourse analysis situated in the interpretivist framework
gives global insight into the teachers’ perception of the impact of CPTD as it enables a deep
understanding of the information acquisition and utilization by teachers. The examination of
teachers’ pedagogical content knowledge in different reform contexts brings a profound
perspective on how professional development activities contribute to the professional capital
of educators, as envisaged by Hargreaves and Fullan (2012).
Data suggest that policies related to professional development are adequate in Québec and in
South Africa, but that planning around implementation is hasty or lacking altogether.
Regardless of the socio-economic environment and the professional development accessibility,
teachers do not perceive CPTD as being a major vector of change and they were found to lack
the necessary capacity to change their practices to reflect their beliefs. Finally, teachers
reported that the most influential factor on practices is the availability of teaching and learning
material and learners’ reaction to it.
In conclusion, in the two contexts observed, CPTD was not emphasised to the level required
for a paradigm change such as constructivist-based systemic reforms. I suggest adapting
CPTD delivery methods to teachers’ need by ensuring widespread and reform-aligned
professional development. In addition, access to information through appropriate teaching
materials combined with appealing and applicable activities should be facilitated.
Description
Thesis (Ph.D.)-University of KwaZulu-Natal, Pietermaritzburg, 2013.
Keywords
Teachers--Training of., Educational change., Theses--Education.