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The Challenges in Confronting Teacher Change

The Challenges in Confronting Teacher Change. Mary C. Enderson Middle Tennessee State University <mcenders@mtsu.edu>. Purpose of Study. How does teacher change occur? What motivates teachers to comply with new ways of instruction involving Standards-based practices?. Background.

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The Challenges in Confronting Teacher Change

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  1. The Challenges in Confronting Teacher Change Mary C. Enderson Middle Tennessee State University <mcenders@mtsu.edu>

  2. Purpose of Study • How does teacher change occur? • What motivates teachers to comply with new ways of instruction involving Standards-based practices?

  3. Background • Initial study • Participants • Framework • Timeline • Data collection and analysis

  4. Analysis and Findings 6 major categories emerged: • Knowledge in 3 areas – content, curriculum, and students • Making mathematics relevant • Confidence level • Comfort level

  5. Comments • Ties to work done by Clarke (1997) – teacher actions and teacher beliefs about teaching and learning; • Actions provided evidence of taking risks; • Struggled with how to make change occur.

  6. Closing comments/questions • High school teachers have been very slow in “buying into” reform practices. Why? • Textbooks drive what occurs in the classroom. Why? • A number of difficulties exist in rural schools making change. Why?

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