Attention to Intentions--How to Stimulate Strong Intentions to Change

Autor/inn/en	Dam, M.; Janssen, F. J. J. M.; van Driel, J. H.
Titel	Attention to Intentions--How to Stimulate Strong Intentions to Change
Quelle	In: Research in Science Education, 48 (2018) 2, S.369-387 (19 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0157-244X
DOI	10.1007/s11165-016-9572-4
Schlagwörter	Educational Change; Intention; Teacher Behavior; Teacher Motivation; Teacher Attitudes; Beliefs; Attitude Change; Motivation Techniques; Interviews; Science Education; Biology; Science Teachers; Knowledge Base for Teaching; Educational Practices; Goal Orientation; Foreign Countries; Secondary School Teachers; Data Analysis; Case Studies; Faculty Development; Qualitative Research; Netherlands + Suchen Sie Ihr Suchwort? Bildungsreform; Teacher behaviour; Lehrerverhalten; Belief; Glaube; Attitudinal change; Einstellungsänderung; Motivationsförderung; Interviewing; Interviewtechnik; Naturwissenschaftliche Bildung; Biologie; Science; Teacher; Teachers; Science teacher; Wissenschaft; Lehrer; Lehrerin; Lehrende; Teaching theory; Theory of teaching; Unterrichtstheorie; Bildungspraxis; Zielorientierung; Zielvorstellung; Ausland; Auswertung; Case study; Fallstudie; Case Study; Qualitative Forschung; Niederlande
Abstract	The implementation of educational reforms requires behavioral changes from the teachers involved. Theories on successful behavioral change prescribe the following conditions: teachers need to possess the necessary knowledge and skills, form strong positive intentions to perform the new behavior, and have a supporting environment for change. However, existing approaches to teacher professional development in the context of educational reforms are predominantly aimed at the development of knowledge and skills and at creating a supporting environment, but lack attention to teachers' intentions to change. In the study described in this article, we performed "motivating-for-educational-change" interviews (MECI) and explored the influence on teachers' intentions to change in the direction of the proposed national biology education reform, that is, the introduction of a context-based curriculum. The MECI comprised two tools: building on earlier successful experiences and using lesson segments to rearrange instructional approaches. We explored the influence of the MECI technique on the strength and specificity of participating teachers' intentions. When conducting the MECI, many participants expressed that they now realized how they had already implemented aspects of the reform in their regular instructional approaches. Furthermore, all the participants formulated stronger and more specific intentions to change their regular instructional approach towards that of the proposed reform while taking their regular instructional approach as a starting point. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01