Differentiations in the inplementation of educational changes. Teachers' opinions
Published:
Nov 3, 2022
Keywords:
educational policy Ecucational changes change theory theory in use change formula teachers
Abstract
Educational changes often are not applied as designed and proposed by the Ministries of Education of the various states. The change theory and the theory of action, which is a proof of the application of the change theory, are the theoretical tools for understanding the course of implementing a change. Teachers' practices often highlight the dimension between espoused theories and theories in use. The deviation creates two models of application, single and double loop. In change formula, many factors are obstacles to the attempt to implement educational change, however, there are also facilitating factors. An electronic questionnaire was conducted on a Panhellenic sample of 513 teachers working in primary schools (preschool and elementary education). The purpose of the research was to investigate teachers' views on the implementation of educational changes. The findings show that teachers explicitly declare that they do not apply educational changes as proposed by the Ministry of Education, as they argue that they are frequent, are drafted without preceding the necessary information and training, without taking into account the reality of school units, the needs of pupils as well as theirs. Teachers also emphasized their own responsibilities. The findings are useful for the educational policy, as it appeared that the teachers not only refuse, but also, they adapt the changes according to their beliefs and to the educational theory that they follow.
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Manesis, N., & Theodorou, F. (2022). Differentiations in the inplementation of educational changes. Teachers’ opinions. Hellenic Journal of Research in Education, 11(1), 276–292. https://doi.org/10.12681/hjre.31351
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- Vol. 11 No. 1 (2022)
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