Process of Changing School Mid-Career Teachers' View of Teaching Through In-School Classroom Improvement

Abstract

This study aimed to clarify the transformation process of mid-career teachers' beliefs based on constructivist instructional approaches by improving lessons with colleagues in the school from the framework of the “Three Levels of Experiment” of reflective practice. The results of TEA analysis of data from interviews with 12 mid-career teachers, who were involved in a class improvement project with colleagues on the theme of educational evaluation, revealed the processes that led to the transformation of their view of teaching and those that did not. The process that led to the change in view of teaching was examined from the framework of the “Three Levels of Experiment” which consists of three stages: the stage of reflecting on the response to the improvement of teaching and its realization, the stage of reflecting on the improvements necessary to realize the understanding of the theme through the improvement of teaching based on that reflection, and the stage of reflecting on the improvements necessary to realize the content of that understanding, and the stage of reflecting on the improvements and understanding while confirming that reflection and understanding were made. The transformation process into a teacher's beliefs based on constructivist instructional approaches was also revealed. This study suggested the need to consider factors that promote or hinder transforming teachers' beliefs, such as the importance of securing time for in-school research.