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Why we want to change teacher behavior
Why we want to change teacher behavior
Our key allies in empowering students are teachers. It is widely recognized that teachers are the solution to achieve better student learning outcomes, but at the same time they are quoted to be part of the problem. High rates of teacher absenteeism, under-qualified teachers and chalk-and-talk teaching methods are often cited as factors hindering student learning.
The solution? Many organizations and government institutions refer to teacher training, both pre-service and in-service as THE solution. If only we told teachers about the importance of learner-centred pedagogy. If only we ran a session to change the mindset of teachers on their professional integrity. If only we trained teachers in a wide variety of competence-based teaching and assessment methods. True or false?
In this lesson you will gain insight in what E! learned about changing teacher behavior and how you can make teachers part of the solution as a designer!
A few things Educate! has learned...
A few things Educate! has learned...
This PPT was used in 2019 by Hellen Namisi to share what E! learned about changing teacher behavior to the Ministry of Education and Sports in Uganda.
What do we know about teacher behavioral change
What do we know about teacher behavioral change
Our experience already illustrates that it is insufficient to simply train teachers on WHAT you want them to do. Having the skills and knowledge required to implement skills based education is just 1 ingredient for change. When we did some more digging, we realized some other important factors that determine whether pedagogical change occurs.
1. Seeing is believing
“The most significant changes in teacher attitudes and beliefs come after they begin using a new practice successfully and see changes in student learning.”
Guskey, 1985, p 57-60.
So, how can we convince teachers that they should change their pedagogical practices? Guskey argues that the best way is to have teachers start and realize that it works!
How? Teachers can use simple example Skills Lab session plans to experience that it easy to use and the learners respond positively to it. Or have teachers run a small action research so they investigate how learners experience this new method of teaching.
To avoid: spending hours in a training to talk about the importance, the why, ... words are unlikely to convince teachers!
2. Scaffolding is a must
The principle of scaffolding does not only apply to learners, it also applies to teachers. First thing we have to accept is that pedagogical change is a BIG step. So how do we make it easier?
"Both pre-service practicum and in-service teacher training should give scaffolded support to teachers to adopt new teaching practices in their classrooms. This includes training in pedagogical design standards, providing example lesson plans, and supervising micro-teaching."
(UNESCO, 2005)
How? Start simple by offering examples, then progressively move towards more adaptation. Give support outside of training, for example through Teacher Leaders and in-class support.
To avoid: Sticking to simple only, if we stick to simple activities we won't empower teachers and the method will remain and 'E! thing'. Jumping to difficult, some teachers may make it but you'll not empower all teachers.
3. Pedagogical culture
What is pedagogical culture?
A mentality or collective psychology (beliefs about yourself, your students, and your society) which form the often unspoken and “unthinking” basis for individual teacher’s patterns of thinking, feeling, and behaviour.
(Knausz, On Pedagogical Culture; “Mentalities: A History of Ambiguities 171)
Teachers are influenced greatly by the culture in their schools. What do other teachers do? How is their performance evaluated? What type of pedagogical culture did they experience when they were students and student teachers? Culture is one of the hardest aspects to influence... it comes back to the other principles, how do we convince teachers and how do we help them take the step?
How? Involve broader system actors like school administrator, district officials and national policy makers to set new pedagogical norms. Work with multiple teachers in a school and equip the teachers to inspire other teachers in their school.
Avoid: Empowering 1 teacher per school, this change may be short-lived.
4. Incentives should be linked to change in pedagogy
Teachers should not only KNOW the change, they should also WANT it! How do we motivate teachers to take on a new teaching practice? A common suggestion from teachers is: can't you pay us for this extra work? Would money motivate teachers to change their pedagogy? Research suggests that it wouldn't! Actually, in Uganda the Ministry of Education and Sports increased the salaries for science teachers, but results remained low. A study showed that giving feedback on performance was more effective than giving money! So... how can we incentivize teachers to change their practice?
Multiple incentive streams can support each other, for example accountability pressure, financial incentive & professional rewards.
(Vegas & Umansky, 2005; UNESCO, 2018)
Incentives can be anything from a compliment about your work, to a bonus or award. What is super important though is that any incentive is based on performance, actual changes in the classroom. Imagine a programme where teachers were rewarded based on student test scores... it did not lead to students actual abilities and knowledge. Instead teachers focused on practicing for the test, but students could not perform an alternative test that assessed the same skills and knowledge! So think of incentives that are actually connected to change in the classroom, skills based pedagogy.
The Educate! Teacher Change Framework
The Educate! Teacher Change Framework
Teacher change sounds complicated, right? So how can we make sure our teacher training efforts are not in vain? To support designers in building up teacher training and development modules, E! developed a teacher change framework.
- read the definitions for the different levels of change
- read the design needs under each
- read what data you would acquire through surveys, observations and interviews at each stage.
Other tools
Other tools
Since we developed this teacher change framework, we have developed additional tools that help design for teacher change.
Note: The best way to tell where a teacher stands is by triangulating methods; observations + interviews for example. Your snapshot of 1 single lab may not give the full picture.
Assignment #5
Assignment #5
When partnering with Governments in East Africa, we usually emphasize that change takes time! Design a 60 minute session that helps Government officials or data collectors appreciate how teacher change happens and how they can use this framework to support teachers in changing their pedagogical practice.
Be sure to:
- Set impact oriented objectives (what do you want them to be able to do with this change framework after the session??).
- Use the E! teacher change framework, tools and the 4 factors explained above as applicable.
- Use experience based activities! No lecture would convince participants to change their practice!
- Explain Skills Lab as a tool, not as the goal.
Submit your session plans to designacademy@experienceeducate.org (max 2 pages)
Note: feel free to integrate some other models and research on teacher change!
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