The aim of this paper is to explore a model for promoting change that can be used in teacher education programmes for both in-service and pre-service teachers. It is a model that uses educational research to induce dissonance within course participants in regard to their perceptions of what constitutes good and appropriate practice. Nevertheless, the model is also premised on the importance of respecting the practitioner’s own personal and local context, including the need to resolve dissonance in the face of competing paradigms. The findings of research, on this account, are not to be viewed as providing definitive answers to the problems of practice, as in the ‘theory into practice’ model of teacher education. Rather they act as a catalyst for change, by holding a mirror up to present practice and suggesting that things could be otherwise. Resolving the dissonance induced by viewing competing paradigms may then lead to a commitment to change. Without such a commitment, change is not binding. Copyright © 2000 The Hong Kong Institute of Education.
|Title of host publication||Proceedings of International Conference on Teacher Education 1999: Teaching effectiveness and teacher development in the new century|
|Place of Publication||Hong Kong|
|Publisher||Hong Kong Institute of Education|
|Publication status||Published - 2000|