Please use this identifier to cite or link to this item: http://hdl.handle.net/10497/21688
Title: 
Authors: 
Issue Date: 
2019
Citation: 
Silver, R., Kogut, G., & Huynh, T. C. D. (2019). Learning “New” instructional strategies: Pedagogical innovation, teacher professional development, understanding and concerns. Journal of Teacher Education, 70(5), 552-566. http://dx.doi.org/10.1177/0022487119844712
Dataset: 
https://doi.org/10.25340/R4/DKMMCC
Abstract: 
Teacher professional development (TPD) through supported pedagogical innovations relies on teacher understanding of what is proposed, how the innovation can be enacted, and ways in which an innovation might be effectively adapted to local conditions. This article describes evolving teacher understanding during a one-year reading comprehension innovation. Analysis, based on a two-dimensional neo-Bloomian framework, revealed that types of teacher understanding aligned with specific strategies used at specific times in the innovation programme to some extent. Initial concerns about cultural appropriateness tended to fade as participating teachers came to their own understandings of how to employ the new instructional strategies. Other teacher concerns shifted from hypothetical to more concrete concerns about how to further enhance classroom interactions, evidencing evolving teacher understanding. Importantly, while examining in-class practices shows only the outcome of an innovation, tracking teachers’ developing understanding was important for gaining insights into the on-going TPD process.
Description: 
This is the final draft, after peer-review, of a manuscript published in Journal of Teacher Education. The published version is available online at http://dx.doi.org/10.1177/0022487119844712
URI: 
ISSN: 
0022-4871 (print)
1552-7816 (online)
Appears in Collections:Journal Articles

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