Actually Changing Teachers' Practices: A Bridging Methodology

• In Event: 29.049 - Reforming Teacher Reform

Abstract

Purpose
In this paper, the author shows how the conception of teaching as bounded rational design can lead to powerful methods for helping teachers
change.
Theoretical perspective
The authors developed a bridging approach to help teachers close the gap between their current way of teaching and an innovative change proposal
(Authors, 2013; 2014). This bridging approach has three essential features: (1) teachers’ goal systems and practice are taken as the starting point,(2) cost-effective procedures (heuristics) for design and enactment of the innovative practice are developed (Gigerenzer & Gaissmaier, 2011), and (3) a stepwise progression from current practice to new practice with heuristics (cost-effective procedures) is designed so teachers can see each recombination and adaptation of lesson segments as a better way to achieve their personally valued goals (Pollock, 2006).
Method and data sources
First, Joyce’s goal system was elicited (see previous paper). Joyce then conducted a teaching impact analysis by comparing her lesson segment
sequence to that of open inquiry labs. Next, Joyce was asked to estimate the impact (positive, negative, neutral) of each adaptation step on each of her higher goals. Based on this information the actual steps in the bridging trajectory were designed. We tried to sequence the steps in way that Joyce actually experienced the benefits of open inquiry labs as soon as possible and postponed anticipated disadvantages to later in the sequence.
Findings
The impact analysis made Joyce aware of two important differences: (1) she typically started by presenting theory whereas in open inquiry theory development is the culminating event; and (2) in open inquiry students are not only involved in collecting and interpretation of data but also in formulating questions and methods. Joyce expected that the new sequence could help her to attain her goals related to deep student learning but could also conflict with her other goals (like structure, covering content in time with easy available materials, and classroom order) because she did not know how to provide necessary adaptive support. This information was used to identify two heuristics to motivate and enable her to implement open inquiry with accompanying advantages but without the drawbacks: (1) move the introduction of theory stepwise from before to after the lab;
and (2) let students plan the method but support them, if needed, with cookbook help-cards (which were already part of her typically introductory
lecture). Using these heuristics and with support of the teacher educator, Joyce systematically converted her cookbook labs into more inquiry tasks.
Significance
In many cases of teacher reform, teachers are asked to achieve goals they do not have with practices they do not know how to use. The bridging methodology outlined here takes teachers’ classroom ecology, multiple goals and limited resources seriously and at the same time motivates and empowers them to innovate.

Author

• Hanna Barbara Westbroek, VU University Amsterdam