Why is teacher change so hard in educational reforms?
DOI:
https://doi.org/10.53940/reys.v6i11.231Palabras clave:
cambio educativo, conocimiento docente, creencias, identidad profesional, emocionesResumen
Education reforms that aim to improve student learning usually employ strategies designed to promote teacher change. Despite sustained effort and investment in strategies for teacher change, it seems that educational reforms have had a limited impact on teachers and their pedagogical practices. One possible explanation is that these reforms base their strategies on a limited understanding of the process of teacher change. This theoretical essay clarifies the process of teacher change by analyzing six interconnected dimensions, thus proposing a comprehensive understanding of teacher change.
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Derechos de autor 2025 Elizabeth Rosales Cordova, Giovanna Moreano Villena
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