Understanding Teachers’ Self-Sustaining, Generative Change in the Context of Professional Development
Item
Title
Understanding Teachers’ Self-Sustaining, Generative Change in the Context of Professional Development
Abstract/Description
Many current reform recommendations draw on the view that knowledge evolves at a rapidly accelerating pace and thus, learning fixed bodies of information and static skills is no longer a priority. Students need to acquire knowledge that can be adapted so that it serves as a basis for solving problems and acquiring new knowledge. In the same way, we begin to conceptualize teacher change not as acquiring a fixed set of teaching skills or learning how to use a particular program of instruction. The kind of change we envision involves teachers changing in ways that provide a basis for continued growth and problem solving—what we call self-sustaining, generative change. Self-sustaining, generative change does not involve acquiring a set of procedures to implement with fidelity; rather it frequently entails teachers making changes in their basic epistemological perspectives, their knowledge of what it means to learn, as well as their conceptions of classroom practice. It means conceptualizing teacher change in terms of teachers becoming ongoing learners (Borko & Putnam, 1996; Dana et al., 1997; Schifter, 1997; Sherin, 1997; Richardson, 1995). This conceptualization of teacher change may then lead to reconceptualizing professional development for teachers.
Author/creator
Date
In publication
Volume
14
Issue
1
Pages
67-80
Resource type
Research/Scholarly Media
Resource status/form
Published Text
Scholarship genre
Empirical
Theoretical
Open access/full-text available
No
Peer reviewed
Yes
ISSN
0742-051X
Citation
Franke, M. L., Carpenter, T., Fennema, E., Ansell, E., & Behrend, J. (1998). Understanding Teachers’ Self-Sustaining, Generative Change in the Context of Professional Development. Teaching and Teacher Education, 14(1), 67–80. https://doi.org/10.1016/S0742-051X(97)00061-9
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