Voices of reform from the classroom: Teachers' approaches to change

Journal article


Noack, Margaret, Mulholland, Judith and Warren, Elizabeth. (2013) Voices of reform from the classroom: Teachers' approaches to change. Teachers and Teaching: Theory and Practice. 19(4), pp. 449 - 462. https://doi.org/10.1080/13540602.2013.770233
AuthorsNoack, Margaret, Mulholland, Judith and Warren, Elizabeth
Abstract

This paper reports on case studies of three teachers managing an education reform focussed on assessment, during a busy period of curriculum change in an Australia state Participants attended multiple professional development opportunities including a number of state-wide, systemically-facilitated assessment workshops. The most significant finding to emerge, as narratives of change unfolded over a nine- month period, was the diversity of teachers’ approaches to change. All three were insightful about practices that required change and could identify personal and professional attributes that would assist their management of change. All teachers attended the same systemic workshops and all had access to the Education Department’s published literature about assessment. Yet they organised and implemented change in very different ways. Each teacher’s approach was based on personal assumptions about learners and learning, the reform they agreed to implement, and their preferred approaches to incorporating new assessment practices into their existing repertories. Approach taken was a major determinant of experience of change and thus is an aspect of change management important to inservice-providers, teachers and school leaders. The paper concludes with an overview of a PD package designed with the findings of this research project in mind.

Keywordsteacher change; teacher learning; professional development
Year2013
JournalTeachers and Teaching: Theory and Practice
Journal citation19 (4), pp. 449 - 462
PublisherRoutledge
ISSN1354-0602
Digital Object Identifier (DOI)https://doi.org/10.1080/13540602.2013.770233
Scopus EID2-s2.0-84882917620
Page range449 - 462
Research GroupSchool of Education
Place of publicationUnited Kingdom
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Assessment of science teaching efficacy of preservice teachers in an Australian university
Mulholland, Judith, Dorman, Jeffrey and Odgers, Barbara. (2004) Assessment of science teaching efficacy of preservice teachers in an Australian university. Journal of Science Teacher Education. 15(4), pp. 313 - 331.
Learning and teaching algebra
Warren, Elizabeth Anne and Pierce, Robyn. (2004) Learning and teaching algebra. In In B. Perry, G. Anthony and C. Diezmann (Ed.). Research in Mathematics Education in Australasia pp. 291 - 312 Post Pressed.
A review of research in learning and teaching algebra
Warren, Elizabeth Anne and Pierce, Robyn. (2004) A review of research in learning and teaching algebra. In In B. Perry, G. Anthony and C. Diezmann (Ed.). Research in Mathematics Education in Australasia pp. 291 - 321 Post Pressed.
Young white teachers' perceptions of mathematics learning of aboriginal and non-aboriginal students in remote communities
Doig, Shani, Baturo, Annette, Warren, Elizabeth Anne and Cooper, Tom. (2004) Young white teachers' perceptions of mathematics learning of aboriginal and non-aboriginal students in remote communities. In Marit Johnsen Hoines and Anne Berit Fuglestad (Ed.). Proceedings of the 28th Conference of the International group for the psychology of mathematics education. Bergen,Norway: Bergen University College. pp. 239 - 246
The role of arithmetic structure in the transition from arithmetic to algebra
Warren, Elizabeth. (2003) The role of arithmetic structure in the transition from arithmetic to algebra. Mathematics Education Research Journal. 15(2), pp. 122 - 137.
Open-ended realistic division problems, generalization and early algebra
Coope, Tom and Warren, Elizabeth A.. (2003) Open-ended realistic division problems, generalization and early algebra. Proceedings of the 27th conference of the international group for the psychology of mathematics education. Honolulu, Hawaii: International Group for the Psychology of Mathemati.... pp. 245 - 253
Parent partnerships within Catholic school communities: Values underpins success
Warren, Elizabeth, Young, Janelle and Hanifin, Pam. (2003) Parent partnerships within Catholic school communities: Values underpins success. Journal of Empirical Theology. 4(1), pp. 63 - 80.
Strength, sharing and service: Restorying and the legitimation of research texts
Mulholland, Judith and Wallace, John. (2003) Strength, sharing and service: Restorying and the legitimation of research texts. British Educational Research Journal. 29(1), pp. 5 - 23. https://doi.org/10.1080/0141192032000057348
Young children's understanding of equals: A longitudinal study
Warren, Elizabeth Anne. (2003) Young children's understanding of equals: A longitudinal study. In Neil Pateman, Barbara Dougherty and Joseph Zilliox (Ed.). Navigating between theory & practice PME27. Honolulu, Hawaii USA: CRDG College of Education - University of Hawaii. pp. 379 - 386
Crossing borders: Learning and teaching primary science in the pre-service to in-service transition
Mulholland, Judith and Wallace, John. (2003) Crossing borders: Learning and teaching primary science in the pre-service to in-service transition. International Journal of Science Education. 25(7), pp. 879 - 898. https://doi.org/10.1080/09500690305029
Introducing equivalence and inequivalence in year 2
Warren, Elizabeth and Cooper, Tom. (2003) Introducing equivalence and inequivalence in year 2. Australian Primary Mathematics Classroom. 8(1), pp. 9 - 14.
Language arithmetic & young children's interpretations
Warren, Elizabeth. (2003) Language arithmetic & young children's interpretations. Focus on Learning Problems in Mathematics. 25(4), pp. 22 - 35.
Facilitating primary science teaching: A narrative account of research as learning
Mulholland, Judith and Wallace, John. (2003) Facilitating primary science teaching: A narrative account of research as learning. Teachers and Teaching: Theory and Practice. 9(2), pp. 133 - 155. https://doi.org/10.1080/13540600309374
Men who become primary school teachers: An early portrait
Mulholland, Judith and Hansen, Paul. (2003) Men who become primary school teachers: An early portrait. Asia-Pacific Journal of Teacher Education. 31(3), pp. 213 - 224.
Arithmetic pathways towards algebraic thinking: Exploring arithmetic compensation in year 3
Warren, Elizabeth and Cooper, Tom. (2003) Arithmetic pathways towards algebraic thinking: Exploring arithmetic compensation in year 3. Australian Primary Mathematics Classroom. 8(4), pp. 10 - 16.
Number combinations and arithmetic structure: Implications for early algebra
Warren, Elizabeth Anne. (2003) Number combinations and arithmetic structure: Implications for early algebra. In L. Bragg, C. Campbell and G. Herbert (Ed.). Mathematics Education Research: Innovation; Networkings; Opportunity: Proceedings of the 26th Annual Conference of the Mathematics Education Research Group of Australia. Melbourne, Australia: Mathematics Education Research Group of Australasia. pp. 712 - 719
Collaboration and sharing as crucial elements of professional development
Warren, Elizabeth Anne, Nisbet, Stephen and Cooper, Tom. (2003) Collaboration and sharing as crucial elements of professional development. In In A. Peter-Koop, V. Santos-Wagner and C. Breen et al. (Ed.). Collaboration in Teacher Education: Examples from the Context of Mathematics Education pp. 23 - 40 Kluwer Academic Publishers.
Lifelong learning and teacher education
Chapman, Judith, Toomey, Ron, McGilp, Jacqueline, Walsh, Maureen, Warren, Elizabeth Anne and Gaff, Janet. (2003) Lifelong learning and teacher education Melbourne, Australia: Australian Teacher Education Association.
Learning for life
Walsh, Maureen Patricia, Chapman, Judith Dorothy, McGilp, Jacqueline, Toomey, Ron and Warren, Elizabeth A.. (2003) Learning for life. In In bFrank Crowther (Ed.). Teachers as Leaders in a Knowledge Society pp. 69 - 80 Australian College of Educators.
Literacy and numeracy in the home: Parents supporting children's learning
Young, Janelle Patricia and Warren, Elizabeth Anne. (2002) Literacy and numeracy in the home: Parents supporting children's learning. In Bill Cope and Mary Kalantzis (Ed.). Learning for the Future: Proceedings of the Learning Conference 2001. Melbourne, Australia: Common Ground Publishing. pp. 369 - 376
Arithmetic and quasi-variables: A year 2 lesson to introduce algebra in the early years
Warren, Elizabeth Anne. (2002) Arithmetic and quasi-variables: A year 2 lesson to introduce algebra in the early years. In A. Cockburn and E. Nardi (Ed.). International Group for the Psychology of Mathematics Education: Proceedings of the 26th Annual Conference. Norwich, England: University of East Anglia. pp. 369 - 376
Children's understanding of 'turn arounds'
Warren, Elizabeth. (2002) Children's understanding of 'turn arounds'. Australian Primary Mathematics Classroom. 7(1), pp. 9 - 13.
Navigating border crossings: How primary teachers learn to teach science
Mulholland, Judith and Wallace, John. (2002) Navigating border crossings: How primary teachers learn to teach science. Teaching Science. 48(2), pp. 12 - 19.
Parent and school partnerships in supporting literacy and numeracy
Warren, Elizabeth and Young, Janelle. (2002) Parent and school partnerships in supporting literacy and numeracy. Asia-Pacific Journal of Teacher Education. 30(3), pp. 217 - 228.
Teacher induction and elementary science teaching: Enhancing self-efficacy
Mulholland, Judith Anne and Wallace, John Paul. (2001) Teacher induction and elementary science teaching: Enhancing self-efficacy. Teaching and Teacher Education. 17(2), pp. 243 - 261. https://doi.org/10.1016/S0742-051X(00)00054-8