228
Views
0
CrossRef citations to date
0
Altmetric
Research Article

Caveats for change: exploring pre-service teachers’ concerns regarding change

ORCID Icon, ORCID Icon & ORCID Icon
Received 20 Jun 2022, Accepted 24 Sep 2023, Published online: 06 Oct 2023

References

  • Adams, A., Converse, B., Hales, A., & Klotz, L. (2021). People systematically overlook subtractive changes. Nature, 592(7853), 258–261. https://doi.org/10.1038/s41586-021-03380-y
  • Blau, I., & Peled, Y. (2012). Teachers’ openness to change and attitudes towards ICT: Comparison of laptop per teacher and laptop per student programs. Interdisciplinary Journal of E-Learning and Learning Objects, 8, 73–82. https://doi.org/10.28945/1728
  • Bolton, G. (2005). Reflective practice: Writing and professional development (2nd ed.). Sage.
  • Braun, V., & Clarke, V. (2006). Using thematic analysis in psychology. Qualitative Research in Psychology, 3(2), 77–101. https://doi.org/10.1191/1478088706qp063oa
  • Braun, V., & Clarke, V. (2019). Reflecting on reflexive thematic analysis. Qualitative Research in Sport, Exercise & Health, 11(4), 589–597. https://doi.org/10.1080/2159676X.2019.1628806
  • Bryan, L. A. (2003). Nestedness of beliefs: Examining a prospective elementary teacher’s belief system about science teaching and learning. Journal of Research in Science Teaching, 40, 835–868. https://doi.org/10.1002/tea.10113 9
  • Byrne, C., Prendergast, M., & Oldham, E. (2021). Reforming Junior Cycle: Lessons from project maths. In D. Murchan & K. Johnston (Eds.), Curriculum change within policy and practice: Reforming second-level education in Ireland (pp. 125–142). Palgrave Macmillan. https://doi.org/10.1007/978-3-030-50707-7_7
  • Chan, K. B., Lai, G., Ko, Y. C., & Boey, K. W. (2000). Work stress among six professional groups: The Singapore experience. Social Science & Medicine, 50(10), 1415–1432. https://doi.org/10.1016/S0277-9536(99)00397-4
  • Cuban, L. (2008). US school reform and classroom practice. In C. Sugrue (Ed.), The future of educational change: International perspectives (pp. 76–88). Routledge.
  • Cuban, L. (2013). Why so many structural changes in schools and so little reform in teaching practice? Journal of Educational Administration, 51(2), 109–125. https://doi.org/10.1108/09578231311304661
  • Day, C., & Sachs, J. (2005). International handbook on the continuing professional development of teachers. McGraw-Hill.
  • Decker, L. E., & Rimm-Kaufman, S. E. (2008). Personality characteristics and teacher beliefs among pre-service teachers. Teacher Education Quarterly, 35(2), 45–64.
  • Department of Education and Science. (1998). Education act. Stationery Office.
  • Department of Education and Skills. (2015). Framework for junior cycle 2015. Department of Education and Skills, Stationery Office.
  • Feiman-Nemser, S. (2001). From preparation to practice: Designing a continuum to strengthen and sustain teaching. Teachers College Record, 103(6), 1013–1055. https://doi.org/10.1111/0161-4681.00141
  • Findlay, K. (2006). Context and learning factors in the development of teacher identity: A case study of newly qualified teachers during their induction year. Journal of In-Service Education, 32(4), 511–532. https://doi.org/10.1080/13674580601025165
  • Foley, C., & Murphy, M. (2015). Burnout in Irish teachers: Investigating the role of individual differences, work environment and coping factors. Teaching and Teacher Education, 50, 46–55. https://doi.org/10.1016/j.tate.2015.05.001
  • Fullan, M. (1999). Change forces: The sequel. Falmer Press.
  • Fullan, M. (2007). The new meaning of educational change. Routledge.
  • Fullan, M., & Miles, M. (1992). Getting reform right: What works and what doesn’t. Phi Delta Kappan, 73(10), 744–752.
  • Gitlin, A., & Margonis, F. (1995). The political aspects of reform. American Journal of Education, 103(4), 377–405. https://doi.org/10.1086/444108
  • Gleeson, J. (2010). Curriculum in context: Partnership, power and praxis in Ireland. Oxford.
  • Gleeson, J., Klenowski, V., & Looney, A. (2020). Curriculum change in Australia and Ireland: A comparative study of recent reforms. Journal of Curriculum Studies, 52(4), 478–497. https://doi.org/10.1080/00220272.2019.1704064
  • Gleeson, J., O’Flaherty, J., Galvin, T., & Hennessy, J. (2015). Student teachers, socialisation, school placement and schizophrenia: The case of curriculum change. Teachers & Teaching, 21(4), 437–458.
  • Goodson, I. (2013). School subjects and curriculum change. The Falmer Press. https://doi.org/10.4324/9780203083222
  • Goodson, I. (2014). Context, curriculum and professional knowledge. History of Education, 43(6), 768–776. https://doi.org/10.1080/0046760X.2014.943813
  • Handal, B., & Herrington, T. (2003). Mathematics teachers’ beliefs and curriculum reform. Mathematics Education Research Journal, 15(1), 59–69. https://doi.org/10.1007/BF03217369
  • Hargreaves, A. (1998). The emotional politics of teaching and teacher development: With implications for educational leadership. International Journal of Leadership in Education, 1(4), 315–336. https://doi.org/10.1080/1360312980010401
  • Hargreaves, A. (2005). Pushing the Boundaries of Educational Change. In A. Hargreaves (Ed.), Extending Educational Change: International Handbook of Educational Change. Dordrecht: Springer.
  • Hew, K. F., & Brush, T. (2007). Integrating technology into K-12 teaching and learning: Current knowledge gaps and recommendations for future research. Educational Technology Research & Development, 55(3), 223–252. https://doi.org/10.1007/s11423-006-9022-5
  • Hodge, A. (2010). Pre-service teachers’ changing visions of themselves as reform-oriented teachers. Current Issues in Education, 13(4), 1–19.
  • Hultell, D., Melin, B., & Gustavsson, J. P. (2013). Getting personal with teacher burnout: A longitudinal study on the development of burnout using a person- based approach. Teaching and Teacher Education, 32, 75–86. https://doi.org/10.1016/j.tate.2013.01.007
  • Jeffers, G., & Quirke-Bolt, N. (2019). Teachers’ professional identities and development Education. In S. McCloskey (Ed.), Policy and practice: A development education review (pp. 110–120). The Centre for Global Education.
  • Jenkins, G. (2020). Teacher agency: The effects of active and passive responses to curriculum change. The Australian Educational Researcher, 47(1), 167–181. https://doi.org/10.1007/s13384-019-00334-2
  • Jurasaite-Harbison, E., & Rex, L. A. (2010). School cultures as contexts for informal teacher learning. Teaching and Teacher Education, 26(2), 267–277. https://doi.org/10.1016/j.tate.2009.03.012
  • Knight, J. (2009, March). What can we do about teacher resistance. Phi Delta Kappan, 90(7), 508–513. https://doi.org/10.1177/00317217090900071
  • Küçüksüleymanoğlu, R., & Terzioğlu, C. (2017). Secondary school teachers’ perceptions on their school’s openness to change. Educational Research & Reviews, 12(15), 732–743. https://doi.org/10.5897/ERR2017.3307
  • Lawrence, D. F., Loi, N. M., & Gudex, B. W. (2019). Understanding the relationship between work intensification and burnout in secondary teachers. Teachers & Teaching, 25(2), 189–199. https://doi.org/10.1080/13540602.2018.1544551
  • Levin, B. (2008). Curriculum policy and the politics of what should be learned in schools. The Sage Handbook of Curriculum and Instruction, 7–24.
  • Li, L., & Ruppar, A. (2021). Conceptualizing teacher agency for inclusive Education: A systematic and International Review. Teacher Education and Special Education: The Journal of the Teacher Education Division of the Council for Exceptional Children, 44(1), 42–59. https://doi.org/10.1177/0888406420926976
  • Lynch, R., McCormack, O., & Hennessy, J. (2017). Exploring the position of curriculum studies across the continuum of teacher education in Ireland. Irish Educational Studies, 36(4), 439–456. https://doi.org/10.1080/03323315.2017.1350595
  • MacPhail, A., & Tannehill, D. (2012). Helping pre-service and beginning teachers examine and reframe assumptions about themselves as teachers and change agents: ‘who is going to listen to you anyway? Quest, 64(4), 299–312. https://doi.org/10.1080/00336297.2012.706885
  • Mafora, P., & Phorabatho, T. (2013). Curriculum change implementation: Do secondary school principals manage the process? The Anthropologist, 15(2), 117–124. https://doi.org/10.1080/09720073.2013.11891298
  • Maisuria, A. (2005). The turbulent times of. Creativity in the national curriculum. Policy Futures in Education, 3(2), 141–152. https://doi.org/10.2304/pfie.2005.3.2.3
  • Matherson, L., & Windle, T. M. (2017). What do teachers want from their professional development? Four emerging themes. Delta Kappa Gamma Bulletin, 83(3), 28–32.
  • McCormick, R., & Scrimshaw, P. (2001). Information and communications technology, knowledge and pedagogy. Education, Communication & Information, 1(1), 37–57. https://doi.org/10.1080/14636310120048047
  • McGarr, O., & McCormack, O. (2014). Reflecting to conform? Exploring Irish student teachers discourses in reflective practice. Journal of Educational Research, 107(4), 1–14. https://doi.org/10.1080/00220671.2013.807489
  • Meijer, P. C., Korthagen, F. A., & Vasalos, A. (2009). Supporting presence in teacher education: The connection between the personal and professional aspects of teaching. Teaching and Teacher Education, 25(2), 297–308. https://doi.org/10.1016/j.tate.2008.09.013
  • Mellegård, I., & Pettersen, K. D. (2016). Teachers’ response to curriculum change: Balancing external and internal change forces. Teacher Development, 20(2), 181–196. https://doi.org/10.1080/13664530.2016.1143871
  • Mendenhall, A. N., Iachini, A., & Anderson-Butcher, D. (2013). Exploring stakeholder perceptions of facilitators and barriers to implementation of an expanded school improvement model. Children & Schools, 35(4), 225–234. https://doi.org/10.1093/cs/cdt011
  • Ng, W., Nicholas, H., & Williams, A. (2010). School experience influences on preservice teachers’ evolving beliefs about effective teaching. Teaching and Teacher Education, 26(2), 278–289. https://doi.org/10.1016/j.tate.2009.03.010
  • Niemi, H. (2015). Teacher professional development in Finland: Towards a more holistic approach. Psychology, Society, & Education, 7(3), 279–294. https://doi.org/10.25115/psye.v7i3.519
  • Nowell, L. S., Norris, J. M., White, D. E., & Moules, N. J. (2017). Thematic analysis: Striving to meet the trustworthiness criteria. International Journal of Qualitative Methods, 16(1), 1–13. https://doi.org/10.1177/1609406917733847
  • OECD. (2021). Scotland’s curriculum for excellence: Into the future, implementing education policies. OECD Publishing. https://doi.org/10.1787/bf624417-en
  • Oreg, S. (2003). Resistance to change: Developing an individual differences measure. Journal of Applied Psychology, 88(4), 587–604. https://doi.org/10.1037/0021-9010.88.4.680
  • Orland-Barak, L. (2005). Portfolios as evidence of reflective practice: What remains ‘untold’. Educational Research, 47(1), 25–44.
  • Pantić, N. (2015). A model for study of teacher agency for social justice. Teachers & Teaching, 21(6), 759–778. https://doi.org/10.1080/13540602.2015.1044332
  • Park, S., & Oliver, S. (2008). Revisiting the conceptualisation of pedagogical content knowledge (PCK): PCK as a conceptual tool to understand teachers as professionals. Research in Science Education, 38(3), 261–284. https://doi.org/10.1007/s11165-007-9049-6
  • Priestley, M., Biesta, G., & Robinson, S. (2015). Teacher agency: What is it and why does it matter? In Flip the system (pp. 134–148). Routledge.
  • Printer, L. (2020). A critical analysis of the rationales underpinning the introduction of Ireland’s framework for junior cycle. Irish Educational Studies, 39(3), 319–335. https://doi.org/10.1080/03323315.2020.1739547
  • Samuel, M. (2008). Accountability to whom? For what? Teacher identity and the force field model of teacher development. Perspectives in Education, 26(2), 3–16.
  • Sánchez-Prieto, J. C., Hernández-García, Á., García-Peñalvo, F. J., Chaparro-Peláez, J., & Olmos-Migueláñez, S. (2019). Break the walls! second-order barriers and the acceptance of learning by first-year pre-service teachers. Computer in Human Behavior, 95, 158–167. https://doi.org/10.1016/j.chb.2019.01.019
  • Shawer, S. F. (2010). Classroom-level curriculum development: EFL teachers as curriculum developers, curriculum-makers and curriculum-transmitters. Teaching and Teacher Education, 26(2), 173–184. https://doi.org/10.1016/j.tate.2009.03.015
  • Sinatra, G. M. (2005). The” warming trend” in conceptual change research: The legacy of Paul R. Pintrich. Educational Psychologist, 40(2), 107–115.
  • Smith, P., Geng, G., & Black, P. (2017). Teachers as reflective practitioners. In G. Geng, P. Smith, & P. Black (Eds.), The challenge of teaching (pp. 25–32). Springer. https://doi.org/10.1007/978-981-10-2571-6_4
  • Snyder, R. (2017). Resistance to change among veteran teachers: Providing voice for more effective engagement. NCPEA International Journal of Educational Leadership Preparation, 12(1), 2155–9635.
  • Southerland, S., Sowell, S., Blanchard, M., & Granger, E. M. (2011). Exploring the construct of pedagogical discontentment: A tool to understand Science teachers’ openness to reform. Research in Science Education, 41(3), 299–317. https://doi.org/10.1007/s11165-010-9166-5
  • Teaching Council. (2020). Céim: Standards for initial teacher Education. Teaching Council of Ireland.
  • Tennant, C. (2001). Work-related stress and depressive disorders. Journal of Psychosomatic Research, 51(5), 697–704. https://doi.org/10.1016/S0022-3999(01)00255-0
  • Terhart, E. (2013). Teacher resistance against school reform: Reflecting an inconvenient truth. School Leadership & Management, 33(5), 486–500.
  • Troudi, S., & Fatma, A. (2010). Teachers’ feelings during curriculum change in the United Arab Emirates: Opening Pandora’s box. Teacher Development, 14(1), 107–121. https://doi.org/10.1080/13664531003696659
  • Ward, C. J., Nolen, S. B., & Horn, I. S. (2011). Productive friction: How conflict in student teaching creates opportunities for learning at the boundary. International Journal of Educational Research, 50(1), 14–20.

Reprints and Corporate Permissions

Please note: Selecting permissions does not provide access to the full text of the article, please see our help page How do I view content?

To request a reprint or corporate permissions for this article, please click on the relevant link below:

Academic Permissions

Please note: Selecting permissions does not provide access to the full text of the article, please see our help page How do I view content?

Obtain permissions instantly via Rightslink by clicking on the button below:

If you are unable to obtain permissions via Rightslink, please complete and submit this Permissions form. For more information, please visit our Permissions help page.