Struggling toward a transformative model of instruction: It's not so easy!

Beth R. Sockman, Priya Sharma

Research output: Contribution to journalArticlepeer-review

37 Scopus citations

Abstract

This article is about the moving toward a new instruction style-a transformative model of instruction. One university instructor attempts to change her teaching strategies, and she encounters her own belief as obstacles, self-labeled her pedagogical discrepancies. Through peer feedback, reflective journal writing, and readings she uncovers the obstacles and discovers how the beliefs need to change in order to implement transformative teaching strategies. The change is incorporated into five lessons: it is easier to tell than to listen; modeling needs to go beyond a monologue; be humble and learn from the students; there are more ways to the same end; and, grading the end product or acknowledging the risk. Her lessons take on a spiral nature of learning, and incorporate detailed emotional-psychological resistance. In doing so, she gains a deeper understanding of her instruction, and becomes better equipped to prepare other reflective practitioners. The study takes place in the continental United States of America.

Original languageEnglish (US)
Pages (from-to)1070-1082
Number of pages13
JournalTeaching and Teacher Education
Volume24
Issue number4
DOIs
StatePublished - May 2008

All Science Journal Classification (ASJC) codes

  • Education

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