Disrupting the Status Quo: How Teachers Grapple With Reforms That Compete With Long-Standing Educational Views

• In Event: Professional and Organizational Learning: Teacher-Led Educational Reform

Abstract

Teacher education programs and school reform efforts are two mechanisms by which research-based reform messages reach thousands of teachers. Prior research has noted, however, that these messages are often in conflict with longstanding beliefs and norms at school sites. This paper examines how new and experienced teachers grapple with these conflicting messages in their school contexts. Qualitative data from two studies reveal that teachers understand the reform messages, but are unable to fully identify with an act on them if they lack opportunities and skills to engage in discussions with their colleagues about their efforts to deviate from the status quo. Implications for teacher education programs, school reform efforts, and research are discussed.

Authors

• Sharon Gayle Fargason, San Diego Unified School District

• Marie Lockton, University of California - San Diego