Cognitive Frameworks and Teaching Practices: A Case Study of Teacher Learning and Change
DOI:
https://doi.org/10.11575/jet.v28i3.52368Abstract
In this interpretive case study constructs that may enable teachers to reflect on how their knowledge facilitates and constrains their ability to make changes in teaching practice were explored in collaboration with one teacher. Transcripts and field notes from participant obseivations in the teacher's high school chemistry classes were primary data sources. Data were analyzed using theoretical perspectives derived from philosophy, social-psychology, and anthropology. Socially negotiated constructs, including images, metaphors, and cultural myths that the teacher employed in making sense of teaching and learning were identified. Through exploring the process of change with this teacher, I found both cognitive and cultural dissonance make even individually desired change a difficult process which requires a context of social support if it is to be maintained
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