Learning and impact – Perspective from John Loughran
This case demonstrates how important it is for both teachers and students to make genuine progress in their learning. In the literature on conceptual change in science, the notion of an idea being plausible, intelligible, and fruitful is very helpful in understanding what’s required for a “good idea” to be integrated into practice (Posner et al., 1982). If the idea makes sense and seems reasonable but does not lead to success when tried out, then almost regardless of how plausible and intelligible the idea is, it will not be adopted into routine practice. In clip 9, the fruitfulness is evident in Danny’s writing, and so Glenda sees the value beyond the theoretical of this new approach to scaffolding.
Melanie’s very last statement – “starting from the teacher’s knowledge, the teacher’s strength … and we use that strength to support the next bit of her learning” – captures for me the learning in this case that most matters and that will contribute to meaningful change. Teachers need to look at what they do with new eyes, to seek to be better informed about their practice, and to be courageous about the changes that they might choose to pursue. This cannot be achieved by telling teachers what they need to do; it comes from them seeing what they can currently do, which then leads to what they will do, and how and why they will do it. When appropriately supported as they confront the issues, challenges, and dilemmas in their practice, teachers are more likely to grow as professionals who have a real and ongoing impact on their students’ learning – because they are seeking to learn themselves.
Reference
Posner, G. J., Strike, K. A., Hewson, P. W., and Gertzog, W. A. (1982). “Accommodation of a Scientific Conception: Toward a Theory of Conceptual Change”. Science Education, vol. 66 no. 2, pp. 211–227.
