Change is hard: What science teachers are telling us about reform and teacher learning of innovative practices
K.S. Davis 2003 Science Education v. 87, n. 1, p. 3-30.

This study provides a critical analysis of the implementation of an innovative science curriculum at a middle school site. In particular, the author explores the issues that surround teacher learning of new practices including the structures, policies, and practices that were in place within the reform context that supported or impeded teacher learning. Parallels are drawn between student and teacher learning and the importance of autonomy and decision-making structures for both populations of learners. Findings presented include (1) how staff development with constructivist underpinnings facilitated teacher learning; (2) how regular and frequent opportunities for interactions with colleagues and outside support personnel contributed to teacher learning; (3) how the decline of such interactive forums and the continuation of old decision-making structures restricted the development of teacher knowledge, expertise, and a common vision of the science program; and (4) how the process of field-testing at this site limited the incorporation of teachers' prior knowledge and impacted teacher acquisition of new knowledge and skills.

Subject: Education
Resource Type: Pedagogic Resources:Research Results, Journal Article
Research on Learning: Instructional Design:Scaffolding, Constructivism, Cognitive Domain:Knowledge Transfer, Ways Of Learning:Cooperative Learning