Planned Pedagogical Change: Predictors of High Implementation

• In Event: Teaching and Learning and Teacher Education

Abstract

Promising educational practices are only “high yield” if implemented. Using mixed methods, 81 teachers were followed from mid-year training, through in-service support, to implementation of a self-regulated learning pedagogy. Participants were genuinely dissatisfied by their status quo practices, ready for change, and largely eager to implement the novel teaching approach presented to them. The goal of this study is to expand discussion of Azjen’s theory of planned behavior as it relates to complex, communal pedagogical interventions. By exploring exactly which social, personal, and contextual factors correlate most strongly with implementation, this study will provide specific guidance to school leaders interested in supporting change to teachers’ most frequent habitual responses in the classroom.

Authors

• Laurie Faith, University of Toronto

• Angela Pyle, University of Toronto - OISE