Barriers to implementing pedagogical change: The role of teachers' perceptions of risk

Fevre, Deidre M. Le

doi:10.1016/j.tate.2013.11.007

Cited by 146 publications

(132 citation statements)

References 8 publications

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“…Hence, practices towards content teaching, learning and assessing emanate from the teachers' own ingrained philosophies inherited from the old dispensation than by current Departmental mandate. These findings also contradict several authors advocating for modern methods and philosophies in science teaching and learning (Ramnarian & Schuster, 2014;Le Fevre, 2014;Hegde & Meera, 2012;DBE, 2011). Through adoption of new theories, such as learner-centeredness under constructivist discourse, learners can be incorporated in the process of pedagogical practices exhibition (Le Ferve, 2014;Ramnarian, 2014;DBE, 2012).…”

Section: Discussioncontrasting

confidence: 79%

“…Curriculum has consistently been linked to have a strong influence on the way subjects are taught and principles that are transmitted to engineer the country to meet international standards (Le Fevre, 2014;Zhu & Engels, 2014;Hoadley & Jansen, 2009;Remillard, 2005). As a result, curriculum planners have over the years used curriculum as a means to convey what content is to be taught in schools, what policy guidelines and theoretical underpinnings to adapt, and how teachers should teach the subject contents (DBE, 2012;Hall, 2013;DoE, 2002).…”

Section: Introductionmentioning

confidence: 99%

“…As a result, curriculum planners have over the years used curriculum as a means to convey what content is to be taught in schools, what policy guidelines and theoretical underpinnings to adapt, and how teachers should teach the subject contents (DBE, 2012;Hall, 2013;DoE, 2002). To this effect, it has been argued that teachers often base their pedagogical practices primarily on the ways the curriculum materials are presented and detailed (Le Fevre, 2014). What constitutes the national curriculum, its contents, policy and theories guidelines, and how teachers are enticed to implement it in relation to classroom instruction are highly important.…”

Section: Introductionmentioning

confidence: 99%

See 2 more Smart Citations

Physics Content and Pedagogical Changes: Ramification of Theory and Practice

Cobbinah

Bayaga

2017

EURASIA J MATH SCI T

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The aim of this study was to explore physics teachers' ramification of theory and practices as a result of physics content and pedagogical changes in the Further Education and Training (FET) phase. The researchers adopted the mixed method research approach. The quantitative aspect involved 109 physics teachers and the qualitative approach used ten purposively selected grade 12 physics teachers in two districts in the Eastern Cape Province. Data was analysed via simple descriptive analysis and themes. The findings revealed that irrespective of teaching experience at a stage in the content changed period, physics teachers felt confused regarding what theories and policies are to be practised. It was demonstrated that current CAPS policies and theories are not followed but rather old theories and practices of NATED 550 often dominate in teaching and learning of physics content. The need to ensure science teaching develops active problem-solving learners through current policies, theories and practices in curriculum reformations seems not engulfed by the physics teachers.

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Section: Discussioncontrasting

confidence: 79%

Section: Introductionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

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Physics Content and Pedagogical Changes: Ramification of Theory and Practice

Cobbinah

Bayaga

2017

EURASIA J MATH SCI T

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“…Reading's role in teacher post-service professional development Le Fevre (2014) points out how challenging it is for teachers to take on new information that challenges existing beliefs. She discusses ways schools can reduce the level of perceived risk, thus providing a supportive environment in which teachers feel empowered to take risks and change.…”

mentioning

confidence: 99%

Teacher Engagement With Academic Reading in a Post-Service Tesol Course

Kitchen

Jeurissen

Gray

et al. 2017

Indonesian J. Appl. Linguist

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Engaging school teachers with academic reading is challenging for all teacher trainers, yet if teachers' knowledge base is to be up-to-date the input of new research information is essential. Within the field of teacher professional development, few research studies focus primarily on teacher academic reading. On the Auckland New Zealand TESOL diploma course reported on here, academic readings are key. They theorise the weekly lecture topics and provide practical strategies that embed the theory. Three approaches to academic reading are used. These three approaches are the focus of the study reported here, exploring the attitudes of the 49 elementary and secondary school teachers over the two years of the part-time course. Quantitative questionnaire findings and relevant qualitative interview data which explicate the quantitative findings are reported on. The key finding was that, on average, the entire sample exhibited a large and statistically significant increase in engagement in academic reading over the two-year period. A majority of the teachers favoured the third approach to academic reading, being tightly structured, supportive reading groups rather than independent reading or reading presentation to a group. They valued the interdependence and reciprocity of the tightly structured reading groups.

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“…Le Fevre (2014) has pointed to the importance of attending to risk when thinking about educators engaging in educational change (such as trying new instructional activities). Concerning reflection activities, it would be helpful for educators to have access to ways of thinking about what might be risky about a given reflection activity, particularly if would operationalize risk in a way that complements the emphasis on the knowledge gains.…”

Section: Reflection In Engineering Educationmentioning

confidence: 99%

Understanding Reflection Activities Broadly

Turns

Shroyer

Lovins

et al.

2017 ASEE Annual Conference &Amp; Exposition Proceedings

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Making informed decisions among potential reflection activities can be challenging for engineering educators. Information about the knowledge gains resulting from different reflection activities would be valuable for engineering educators seeking to make informed choices. In the first part of the work described here, we describe a conceptual framework that summarizes types of knowledge gains resulting from engagement in reflection activities. In the second part of the work, we report on data from students who engaged in reflection activities.

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Barriers to implementing pedagogical change: The role of teachers' perceptions of risk

Cited by 146 publications

References 8 publications

Physics Content and Pedagogical Changes: Ramification of Theory and Practice

Physics Content and Pedagogical Changes: Ramification of Theory and Practice

Teacher Engagement With Academic Reading in a Post-Service Tesol Course

Understanding Reflection Activities Broadly

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