Inquiry: Learning from the Past with an Eye on the Future | Bonnstetter | Electronic Journal of Science Education - 0 views
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I have observed at least three major phases that many teachers go through, or far too often, fail to go through. Phase I might be described by Harry Wong as "Doing what you have been doing, and getting what you have been getting". In other words, Phase I is simply the pre-reform effort phase. Of course, we as educators hope to move teachers to a new vision and this can result in Phase II.
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In Phase II, teachers are presented with a new teaching strategy, usually in the context of an afternoon or one day workshop. So armed with this new skill, but little else, they venture back to their classroom to try implementation or worse, write off the whole experience and tell colleagues seated near them that they already do that. What is immediately noticeable for those who at least think about possible implementation, is how these teachers internalize this new strategy and attempt to move it into practice.
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Phase III is where teachers reflect on 1. what they were doing that worked, and 2. how they might integrate these new ideas into their pre-workshop repertoire of teaching tools.
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