Teachers Voices Interpreting Change.Report as inadecuate

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This paper uses teachers' voices to explore transformation processes in teachers as a result of participation in an innovative school-based Master's degree program at the Institute for Educational Transformation. The program is built around a set of beliefs and principles that enunciate a philosophy of teaching and learning emphasizing work within teams, developing reflective practice, school-based inquiry, and continuous improvement. Data for this paper come from reflective essays written by 103, 1997 graduates of the program seeking to understand their own processes of transformation over its duration. They were asked to think about and document in a portfolio how they had changed over the course of approximately 2 years. Their writings described important changes they could see in their professional and personal lives. The 1997 graduates described the ability to see children and classrooms through new perspectives, such that they felt the program helped them develop stronger professional voices, more confidence in their professional judgments, and more self-efficacy and power. Teachers also reported: a greater knowledge and sense of self; increased technology proficiency; improved understanding of the writing process and improved writing style; improved teaching practices; changed educational philosophy; improved professional and personal relationships; and broader mentoring and modeling for others. (Contains 13 references.) (SM)

Descriptors: Collegiality, Computer Uses in Education, Educational Change, Educational Research, Elementary Secondary Education, Graduate Study, Individual Development, Self Efficacy, Teacher Attitudes, Teacher Empowerment, Teacher Improvement, Teacher Researchers, Teachers, Writing Skills

Author: Rigsby, Leo C.; DeMulder, Elizabeth K.

Source: https://eric.ed.gov/?q=a&ft=on&ff1=dtySince_1992&pg=9005&id=ED418972


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