A Continuous Model of Teacher Change
As outlined in chapter 2, models of teacher change show links between change
in teacher beliefs/attitudes, changes in student learning and change in practice
(Desimone, 2009; Guskey, 2002b; Huberman, 1995). Although the models identify
similar aspects of change, the process through which change happens is described
differently - a linear process (Guskey, 2002b), a cyclical process (Huberman, 1995) and
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an inter-related process (Desimone, 2009). Change may occur in many ways, it is a
complex process involving not just one area of change but a combination of all three
(Sparkes, 1990). Hence based on the findings of this study, a continuous model of
change is proposed (Figure 7.1). This model shows that change was multi-directional
underpinned continuously by the PDP. The key features of effective professional
development as found in this study are identified in the model and aligned with the
change areas.
In this study, the teachers’ experience of a contextualised programme of
professional development which led to their enhanced knowledge and increased
confidence aligned with their observation of its impact on children’s learning (change in
learning) caused them to re-evaluate their understanding of physical education (change
in beliefs). This re-evaluation along with the facilitator providing support and positive
pressure through the programme (PDP) was the beginning of the teachers’ acceptance of
the PDP resulting in a change in classroom practice (change in practice). The
experiences the teachers and children engaged in as the PDP developed, reinforced and
continued the change process. Teachers began to change classroom practices (planning
and teaching O&AA) and with necessary organisational changes put in place (e.g.
timetables, equipment management and organisation) they became responsible for
further changes in children’s perceived learning. Reflection through the focus group
interviews had a positive effect on belief change. This led to further change in the
beliefs and attitudes of the teachers, as they developed confidence and competence. As
teachers’ content and pedagogical content knowledge increased teachers began to seek
out further professional development, thus continuing the process. In review of the
literature following completion of this study, it was noted that Opfer and colleagues
(2011) proposed that teacher change results from a complex process involving beliefs,
motivations and practices and the way these interact with the context and structures in
the school than solely through an accumulation of knowledge and skills gained through
participating in a learning activity. This proposal (Opfer et al., 2011) supports the
findings and proposed model of change resulting from this case study illustrated below.
Finally, the only way to deal with new practices is to continue to learn and effective
professional development is a key factor in teachers’ learning.
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Figure 7.1 A continuous model of teacher change
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