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

Abstract

This study clarifies the transformation of mid-career teachers’ beliefs based on constructivist instructional approaches to improving lessons with colleagues using the “Three Levels of Experiment” framework of reflective practice. The results of TEA analysis of interview data from 12 mid-career teachers, who participated in a class improvement project with colleagues on the theme of educational evaluation, revealed the processes that led to the transformation of their views of teaching. The process that led to the most changes was examined from the “Three Levels of Experiment” framework, which consists of four stages of reflection on the improvement of teaching and its realization, the improvements necessary to realize the understanding of a theme, the improvements necessary to realize the content of that understanding, and confirming that reflection and understanding were made. The study also explored the transformation process of a teacher’s beliefs based on constructivist instructional approaches. This results suggested the need to consider factors that promote or hinder the transformation of teachers’ beliefs, such as the importance of securing time for in-school research.