Let's open the text book! Usually, this expression indicates the end of teachers' attempts to implement changes in their methodology and to carry out processes of innovation in their classes. Most of the times it goes along with a feeling of failure and frustration because it implies the impossibility to face and solve the multiple obstacles and difficulties that methodological changes and innovation processes require. This paper aims to explain those teachers' obstacles and difficulties when they try to modify their practices. From the revision of current research, three groups of obstacles are highlighted as explaining factors of teachers' reluctance to the mentioned changes: personal-emotional factors, factors related with professional competences and institutional factors. Evidently these factors can combine, increasing the situations of immobilization. After we defended the need of alternative proposals, which, on one hand, minimizes the impact of the aforementioned obstacles and, on the other hand, guarantees the stability of initiated changes, is argued. Four of these alternative teachers' training proposals are presented and analyzed: the use of critical incidents (natural or induced), the systematic analysis of good practices, the development of professional communities and the promotion of schools able to learn how to teach. Finally, as a conclusion, a training model of in-service and pre-service teachers on the basis of the obstacles and the alternative approaches analyzed are articulated and discussed. This model supposes an attempt to organize every teachers' formative sequence in bases of three dichotomy dimensions: dependenceautonomy, non-contextualization/contextualization and isolation-emotional safety. Definitely it consists in design formative routes that promote the transition of teachers towards goals to professional autonomy, situational adjust and emotional protection, three basic antidotes to cope the opposition to change of educational centres.
|Journal||Revista de Educacion|
|Publication status||Published - 14 Oct 2010|
- Alternative teachers' training models
- Reluctance to change
- Strategy change
- Teachers' competencies