Learning experiences – Perspective from Helen Timperley
There are two important aspects of learning touched on here by Delwynne and the teachers with whom she worked at Waiharara School, Kathy and Geraldine. The first is the enlisting of assistance from others, which reflects the fact that learning is essentially a sociocultural activity. The second involves a more individual psychological perspective and relates to single- and double-loop learning. For new teachers – and experienced teachers learning new things – single-loop learning that builds on existing knowledge and integrates new knowledge within current values and beliefs may be sufficient. Knowledge is deepened and skills are refined without challenging existing beliefs and assumptions.
The double-loop learning and associated dissonance that occurred for Delwynne, Geraldine, and Kathy is very different from single-loop learning and much more painful. This kind of learning requires an examination and reassessment of what we take for granted. Some researchers believe that creating dissonance through double-loop learning is essential if professionals are to change practice sufficiently to make a real difference to student learning. Without it, the kind of “tweaking” Delwynne noted in the introduction to the case is likely to occur. Often dissonance is greatest for experienced teachers with acknowledged expertise because it impinges on both their professional knowledge and their professional identity. In this respect, Nyree’s comment about feeling “hollow” and Kathy’s suggestion about “having a tangi” are revealing.
The use of some kind of evidence, such as the videos used to critique the practice of Delwynne, Geraldine, and Kathy, is particularly important in these kinds of double-loop learning situations. This is because the evidence is necessary for us to identify our theories-in-use. Our memories of events and interactions are highly selective. If we rely on reconstructions of practice, we usually fail to identify what we really do, and so our understandings remain at the level of our espoused theories. Being confronted by evidence and the question “Why did you do this?” is often difficult, but when handled appropriately by teacher educators, it can be a powerful learning experience. This is the essence of analysing our own theories-in-use and forms a powerful platform for change.
