Phenomena of elementary teachers' experiences in the process of educational change according to Michael Fullen's approach

Document Type : Research Paper

Authors

1 Ph.D. Student of Curriculum Planning, Department of Educational Methods and Programs, Faculty of Psychology and Educational Sciences, University of Tehran, Tehran, Iran

2 Associate Professor, Department of Educational Methods and Programs, Faculty of Psychology and Educational Sciences, University of Tehran, Tehran, Iran.

3 Full Professor, Department of Educational Methods and Programs, Faculty of Psychology and Educational Sciences, University of Tehran, Tehran, Iran.

4 Assistant Professor, Department of Educational Leadership and Development, Faculty of Educational Sciences and Psychology, Shahid Beheshti University, Tehran, Iran.

Abstract

The main purpose of this study is to explain the current state of educational change in the micro (educational area and school) based on the life experiences of primary school teachers, according to the theory of Michael Fullan (2007) and determine its distance from the desired situation. The research approach is qualitative and its main method is phenomenology. The study population is elementary school teachers who were selected (10 people) as the criterion-based sampling method, criterion-type, until the theoretical saturation. Also, in order to validate the findings, 2 additional interviews were conducted and therefore, 12 people were selected. The research tool includes face-to-face interviews of semi-structured and unstructured type. One of the most important achievements of the present study is to prove the importance of the combination of two types of individual and social agency in the teacher and also his three-dimensional role in educational change.

Keywords

References

Ahaninjan, M. (2014). Assessing the status of factors affecting the implementation of the 6th grade elementary school curriculum based on the Fullan model. [Master's thesis in the field of curriculum]. Ferdowsi University of Mashhad. [In Persian].
Anyon, J. (1995). Race, social class, and educational reform in an inner-city School. Teachers College Record, 97 (1), 69-94. https://doi.org/10.1177/016146819509700101
Aoki, T. T. (2005). Curriculum in a new key. The Collected Works of Ted T. Aoki. Edited by William F. Pinar and Rita L. Irwin. New Jersey: Lawrence Erlbaum Associates, Inc. https://doi.org/10.4324/9781410611390
Bell, L., Stevenson, H. (2006). Education policy: Process, themes and impact. London: Routledge.
Colaizzi, P. (1987). Psychological research as the phenomenologist views it. In: King RVM, editor. Existential phenomenological alternatives for psychology. New York: Oxford University Press. (pp: 6-15).
Del Val, M. P., Fuentes, C. M. (2003). Resistance to change: A literature review and empirical study. Management Decision, 41 (2): 148-155. https://doi.org/10.1108/00251740310457597
Delors, J. (1996). Learning: The treasure within. Report to UNESCO of the InternationalCommission on Education for the Twenty-first Century. New York: UNESCO Publishing.
Eisner, E. W. (2005). Reimagining schools, Rutledge, N Y. Chapter 8: Eisner E. (1986-5) the role of the arts in cognition and curriculum, journal of art & design education, 1 and 2: 57-67.
FathiVajargah, K. (2004). Feasibility Study of Teachers Contributions in Curriculum Processes in Iranian Education System. Journal of Educational Innovations, 3 (8): 59-76. [In Persian].
FathiVajargah, K. (2009). Principles and concepts of curriculum planning. Tehran: Bal. [In Persian].
FathiVajargah, K., Mosapour, N., Yadegarzadeh, G. (2018). Curriculum Development in Higher Education. Tehran: Mehraban Book. [In Persian].
Fullan, M. (1993). Change Forces: Probing the Depths of Educational Reform. London: Falmer.
Fullan, M. (1997). The complexity of the change process. In Fullan, M. (Ed.). The Challenge of School Change, Arlington Heights, (pp. 34-56). Illinois: IRI/Skylight Training and Publishing.
Fullan, M. (1999). Change forces: The sequel. London: Falmer.
Fullan, M. (2000). The three stories of educational reform. Phi Delta Kappan, 81 (8): 581-584. https://www.sciepub.com/reference/148500
Fullan, M. (2003). Change forces with a vengeance. London: Routledge/Falmer.
Fullan, M. (2007). The New Meaning of Educational Change. Fourth Edition. New York: Teachers College Press.
Fullan, M., Bertani, A., Quinn, J. (2004). New lessons for district-wide reform. Educational Leadership, 61 (7), 42-47.
Fullan, M., Pomfret, A. (1977). Research on curriculum and instruction implementation. Review of educational research, 47 (2), 335-397. https://doi.org/10.3102/00346543047002335
Gross, N., Giacquinta, J., Bernstein, M. (1971). Implementing organizational innovations: A sociological analysis of planned educational change. New York: Basic Books.
Guba, E. G., Lincoln, Y. S. (1994). Competing paradigms in qualitative research. In N. K. Denzin & Y. S. Lincoln (Eds.), Handbook of qualitative research (pp.105-117). Thousand Oaks, CA: Sage.
Hargreaves, A., Fullan, M. (Eds.) (1992). Understanding Teacher Development. New York: Teachers College Press.
Huberman, M. (1988). Teacher careers and school improvement. Journal of Curriculum Studies, 20 (2): 119–132. https://doi.org/10.1080/00220272.1988.11070783
Kerr, L. (2006). Between caring and counting: Teachers take on education reform. Toronto, Canada: University of Toronto Press.
Kim, Y. (2014). Toward sustainable educational changes through school based professional development on ELL assessment for new teacher. Theory into Practice, 53 (3), 228-235. https://doi.org/10.1080/00405841.2014.916966
Lantolf, J.P., Pavlenko, A. (2001). Second Language Activity Theory: Understanding Second Language Learners as People. In: Breen, M. (Ed.), Learner contributions to language learning: New Directions in Research (pp.141-158). London: Pearson.
Lingam, G. I. (2014). Changes in teachers’ world of work in a developing context: The case of Solomon Islands. The Journal of Pacific Studies, 34 (2), 109-128. https://doi.org/10.1007/s6-109-013-40299
Lingam, G., Lingam, N., & Sharma, L. (2017). Educational Reforms and Implications on Teachers’ World of Work: Perspectives of Fijian Primary Teachers. Australian Journal of Teacher Education, 42 (1): 18-32. https://doi.org/10.14221/ajte.2017v42n1.2
Marsh, C. J., Willis, G. (2007). Curriculum: Alternative Approaches, Ongoing Issues (4th Ed.). Translated by Madani, S. A. Tehran: SAMT. [In Persian].
Marzooghi, R., Mohammadi, M., Aliasgari, M., & Rezaie, M. (2018). Teachers Participation Framework in the Curriculum Planning System of the Islamic Republic of Iran: A Qualitative Study. New Educational Approaches, 13 (1): 25-44. [In Persian]. https://doi.org/10.22108/nea.2018.105361.1122
Mehrmohammadi, M. [et al] (2017). Curriculum: Theories, Viewpoints, Approaches and Perspectives (3rd Ed). Tehran: SAMT. [In Persian].
MirarabRazi, R. (2015). Explaining the Reasons for Failure of Educational Reform and Resistance by Teachers. Journal of Curriculum Studies, 10 (38), 159–178. [In Persian]. https://doi.org/20.1001.1.17354986.1394.10.38.7.2
Namdari Pejman, M. (2024). School in the Evolutionary Level of the Education System: In Search of the Ideal Model. Islamic Perspective on Educational Science, 12(25), 5-35. https://doi.org/10.30497/esi.2024.246077.1760
Palmer, J. (2002). Fifty Modern Thinkers on Education from Piaget to the Present. Translated by Authors, Tehran: SAMT. [In Persian].
Pinar, W. F. (1992). Dreamt into Existence by Others: Curriculum Theory and School Reform. Theory into Practice, 31 (3): 228-235. https://doi.org/10.1080/00405849209543547
Pinar, W. F. (2004). What is curriculum theory? Mahwah, New Jersey: Lawrence Erlbaum Associates, Inc.
Pinar, W. F., Reynolds, W. M., Slattery, P., Taubaum, P. M. (1995). Understanding curriculum: An introduction to the study of historical and contemporary curriculum discourses. New York, NY: Peter Lang.
Qaderi, M. (2014). Reconceotualism in Curriculum Studies. Tehran: Avay-e- Noor. [In Persian].
Razavi, S. A., ZamaniAhmadMahmoudi, R., FarhadiRad, H. (2020). Evaluation of 6th grade elementary curriculum Change in Koohrang city based on Fullan model. Journal of Curriculum Studies, 15 (58), 175-204. [In Persian]. https://doi.org/20.1001.1.17354986.1399.15.58.6.6
Sarason, S. (1996). Revisiting “the culture of the school and the problem of change. New York: Teachers College Press.
Sergiovanni, T. J., Starratt, R. J. (2014). Supervision: A Redefinition (9th). Translated by Taheri, A., and Sha’bani, M. Tehran: Avay-e-Noor. [In Persian].
Sloan, K. (2007). Holding schools accountable: A handbook for educators and parents. Westport, CT: Greenwood Publishing Group.
Watson, N., Fullan, M., Kilchner, A. (2000). The role of the district: Professional learning and district reform. New Orleans: Paper presented at the annual meeting of the American Educational Research Association.
Wendy, P. (1991). Resistance to change in education: themes in the literature. Published on ERIC Site.

Files

Share

How to cite

Statistics