Investigating Processes of Change in Beliefs and Practice Following Professional Development: Multiple Change Models among In-Service Teachers in China

Autor/in	Sansom, David W.
Titel	Investigating Processes of Change in Beliefs and Practice Following Professional Development: Multiple Change Models among In-Service Teachers in China
Quelle	In: Professional Development in Education, 46 (2020) 3, S.467-481 (15 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Sansom, David W.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1941-5257
DOI	10.1080/19415257.2019.1634625
Schlagwörter	Beliefs; Attitude Change; Professional Development; Inservice Teacher Education; Foreign Countries; Experienced Teachers; Classroom Techniques; English Teachers; Teacher Educators; Student Centered Learning; Educational Innovation; Models; China + Suchen Sie Ihr Suchwort? Belief; Glaube; Attitudinal change; Einstellungsänderung; Lehrerfortbildung; Ausland; Klassenführung; English language lessons; Teacher; Teachers; Englischunterricht; Lehrer; Lehrerin; Lehrende; Teacher education; Education; Lehrerausbildung; Lehrerbildung; Group work; Student-entered learning; Student-centred learning; Student centred learning; Schülerorientierter Unterricht; Schülerzentrierter Unterricht; Gruppenarbeit; Instructional innovation; Bildungsinnovation; Analogiemodell
Abstract	In-service professional development aims to change what experienced teachers do and think, using innovations to improve teaching and learning. Teachers' beliefs and classroom practice are linked, but how they interact is less certain, and how they are changed by professional development is presented in the research literature by various models: linear change from beliefs to classroom practice or vice versa, and cyclical or interactive models. The process of change in beliefs and classroom practice for a group of experienced in-service English teachers at universities in China was investigated during and after a professional development course. Qualitative case study methodology was used, with data collected from interviews and observations of teaching, and then analysed and interpreted inductively for emerging patterns. The findings suggest that the change process for experienced teachers is both more complex, more varied and less certain that presented in existing models. Multiple models of change in beliefs and classroom practice were present in the data, including linear change in different directions, and no change. In-service teacher educators are recommended to plan for this multiplicity of models of change in beliefs and classroom practice by taking into account each teacher's experience and existing teaching context. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01