Conceptions, practice and change

Abstract

This article proposes a model of teachers’ conceptual change that is based on the interrelationship between conception and practice, and uses reflective processes. The model is based on a school project that aimed to change teachers’ conceptions regarding their role in the learning processes of their students. The project involved reflective learning groups that dealt with dialectical analysis of alternative preconceptions. A specific example of how science and math head teachers developed a ‘new’ concept of assessment is provided.