pme 2012 - taipei rapid and profound change: two cases peter liljedahl
TRANSCRIPT
PM
E 2012 - Taipei
Rapid and Profound Change: two cases
Peter Liljedahl
PM
E 2012 - Taipei
History
• PME 2009 – short oral on the idea• JMTE 13(5) – full article: 5 cases• PME 2012 – 2 cases
PM
E 2012 - Taipei
Changes in Teachers’ Practice
• action research (Jasper & Taube, 2004)• lesson study (Stigler & Hiebert, 1999)• communities of practice (McClain & Cobb,
2004; Wenger, 1998)• collegial discourse about teaching (Lord,
1994)
PM
E 2012 - Taipei
Changes in Teachers’ Practice
Conclusions show that with time and continued intervention, support, and collaboration teachers can make significant and robust changes to their practice.
RAPID and PROFOUND48 CASES
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E 2012 - Taipei
Methodology
FACILITATOR & researcher
DATA
ANALYSIS
• FACILITATOR & researcher– noticing (Mason, 2002)
• DATA COLLECTION– interviews– school visits– observations– field notes– narratives (Clandinin, 1992)
• DATA ANALYSIS– grounded theoryish (Charmaz, 2006)
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E 2012 - Taipei
Results
Five Mechanisms of Change
1. conceptual change (n = 8)
2. accommodating outliers (n=6)
3. reification (n=12)
4. leading belief change (n=6)
5. push-pull rhythm of change (n=16)
PM
E 2012 - Taipei
Results
Five Mechanisms of Change
1. conceptual change (n = 8)
2. accommodating outliers (n=6)
3. reification (n=12)
4. leading belief change (n=6)
5. push-pull rhythm of change (n=16)
PM
E 2012 - Taipei
Accommodating Outliers – the story of Mitchell
• middle school teacher for 8 years • mathematics is a game with set rules and
very clear outcomes• mathematics is a collection of skills and facts • he sees his job as assuring that each student
learns these skills and facts • students' role is to learn the material • Mitchell is a traditional mathematics teacher
PM
E 2012 - Taipei
Accommodating Outliers – the story of Mitchell
• less traditional in other subjects• welcomes professional development
opportunities – "on the right track"– "there are some really fun activities that I
now do with my kids"– "completely pointless"
AVOIDING ACCOMMODATION
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E 2012 - Taipei
• district learning team to create numeracy tasks – 5 meetings– create definition of numeracy
– create/revise tasks pilot test
Accommodating Outliers – the story of Mitchell
PM
E 2012 - Taipei
• district learning team to create numeracy tasks – 5 meetings– create definition of numeracy
– create/revise tasks pilot test
change between 2nd and 3rd meeting
ACCOMMODATION
Accommodating Outliers – the story of Mitchell
PM
E 2012 - Taipei
Push-Pull Rhythm of Change – the story of Karen
• high-school teacher for 16 years • practice best be described as meticulous • builds her instruction around homework• makes herself available to her students
before school, after school, and at lunch • pride in success with "challenging" students
PM
E 2012 - Taipei
• district learning team to create numeracy tasks – 8 meetings– create definition of numeracy
– create/revise tasks pilot test
Push-Pull Rhythm of Change – the story of Karen
PM
E 2012 - Taipei
• district learning team to create numeracy tasks – 8+ meetings– create definition of numeracy
– create/revise tasks pilot test
3rd meeting – revolt
4th meeting – excited about changes needed
Push-Pull Rhythm of Change – the story of Karen
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E 2012 - Taipei
Push-Pull Rhythm of Change – the story of Karen
• Phase 1: exo-spection (x)• Phase 2: eXo-spection (X)• Phase 3: eNdo-spection (N)• Phase 4: endo-spection (n)
XN - 3 teachers
xXN - 10 teachers
xXNn - 3 teachers
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E 2012 - Taipei
Conclusion
• not all change is the same• new possibilities within both my practice• I now question the assumptions upon which
much of the professional growth literature has been predicated
