Caveats for change
Exploring pre-service teachers’ concerns regarding change
Bibliographic Data
| ID | 21688933 |
|---|---|
| Authors | O McCormack (0000-0003-3248-353X, University of Limerick, corresponding author), Raymond Lynch (0000-0001-6617-8133, University of Limerick), Jennifer Hennessy (0000-0003-4242-1009, University of Limerick) |
| Year | 2024 |
| Volume | 30 |
| Issue | 5 |
| Pages | 585-600 |
| Publication date | 2024-07-03 |
| Peer Reviewed | Yes |
| Open Access | No |
| Type | ARTICLE |
| Venue | Teachers and Teaching (JOURNAL) |
| Journal identifiers | ISSN: 1354-0602 • E-ISSN: 1470-1278 |
| Publisher | Informa UK Limited (PUBLISHER • GB) |
| DOI | 10.1080/13540602.2023.2265824 |
| OpenAlex | W4387408422 |
| Language | EN |
| Citations received | 2 |
| References cited | 58 |
Notable within the rhetoric of recent global reform trends is the (re)positioning of teachers from peripheral to critical stakeholders in educational change processes. Responding to this imperative, programmes of Initial Teacher Education (ITE) are now frequently tasked with promoting teacher agency as a core dimension of teaching. Yet, much evidence points to a persistent tension between renewed visions for teacher engagement and agency as part of global curriculum reform processes and the associated enactment of such visions. While teachers’ concerns related to individual reforms are increasingly detailed, less attention is paid to teachers’ views regarding change as a process. Premised on the conviction that better understanding and attention to teachers’ concerns related to change, holds the potential to support more authentic, impactful and sustainable reform developments, this paper explores the reflections of 53 Irish pre-service teachers on their openness to change and examines the caveats they attach to their engagement in and with change. Reflexive thematic analysis identified a range of caveats pre-service teachers attach to their engagement in and with change. Consideration of these caveats by policy makers and initial teacher education providers may support teachers to engage more deeply with change
Conviction · Curriculum · Irish · Pedagogy · Political science · Public relations · Qualitative research · Social science · Sociology · Teacher education · Thematic analysis · Vision · Early Childhood Education and Development · Education and Critical Thinking Development · Teacher Education and Leadership Studies
The New Meaning of Educational Change
Integrating technology into K-12 teaching and learning
Resistance to change
A model for study of teacher agency for social justice
Work-related stress and depressive disorders
From Preparation to Practice
Teacher Agency
The emotional politics of teaching and teacher development
A critical analysis of the rationales underpinning the introduction of Ireland’s Framework for Junior Cycle
Curriculum change in Australia and Ireland
Revisiting the Conceptualisation of Pedagogical Content Knowledge (PCK)
Reflecting on reflexive thematic analysis
Curriculum Change Implementation
Getting personal with teacher burnout
Burnout in Irish teachers
Classroom-level curriculum development
School cultures as contexts for informal teacher learning
Supporting presence in teacher education
School experience influences on pre-service teachers' evolving beliefs about effective teaching
The Political Aspect of Reform
The future of educational change
Using thematic analysis in psychology
Work stress among six professional groups
Thematic Analysis
| Unique citing works | 2 |
|---|---|
| Citations per year | 2 |
| Citation span | 2026 - 2026 (1) |
| Citation velocity | current |
| Highly cited | No |
| Citation types | Neutral: 2 |