Constant self-initiated teacher change, factors, and mechanism: a narrative inquiry

Li, Y. (2019) Constant self-initiated teacher change, factors, and mechanism: a narrative inquiry. Cogent Education, 6(1), 1588089. (doi: 10.1080/2331186X.2019.1588089)

Abstract

Teachers are difficult to change, and this has long been a challenge for many teacher educators because a fundamental maxim of teacher education programs is to promote reflection and change in teachers. Despite the many studies on teacher change, our understanding of teacher change requires further understanding. Based on a narrative inquiry of teacher “Blue”, the present study found that teacher resilience and reflection, as well as continuing professional development learning are the three most important factors that led to her self-initiated change. In addition, Blue’s change as a teacher developed along with her deepened and broadened reflection of her teaching content, and methods, as well as her beliefs about her students and other socio-cultural issues. Rather than refurbishing her entire belief and practice, Blue’s change was a gradual extension of her schema; she built her new ideas upon the old, through constant reflection, teacher learning, and with her resilience.

• Item Type: Articles
• Status: Published
• Refereed: Yes
• Glasgow Author(s) Enlighten ID: Li, Yulong
• Authors: Li, Y.
• College/School: College of Social Sciences > School of Education
• Journal Name: Cogent Education
• Publisher: Cogent OA
• ISSN: 2331-186X
• ISSN (Online): 2331-186X
• Published Online: 01 March 2019
• Copyright Holders: Copyright © 2019 The Author
• First Published: First published in Cogent Education 6(1): 1588089
• Publisher Policy: Reproduced under a Creative Commons License