Exploring relationships among teacher change and uses of contexts

Reflection and Collaboration: Barriers to Turkish ELT Teachers` Professional Learning

“…This might imply, Biesta and Tedder`s (2007) model which looks at the interplay between the individual capacities and contextual factors, explains Can and Banu; however, it does not help to understand Ayla. For Ayla, it seemed that her individual dispositions might have a bigger role than the characteristics of the context itself, which aligns with the findings of Smith (2012). Smith (2012), in order to understand how teachers use school contexts they work in, conducted a case study with three teachers and collected the data through classroom observations, videotapes and interviews.…”

“…For Ayla, it seemed that her individual dispositions might have a bigger role than the characteristics of the context itself, which aligns with the findings of Smith (2012). Smith (2012), in order to understand how teachers use school contexts they work in, conducted a case study with three teachers and collected the data through classroom observations, videotapes and interviews. The findings showed that the way teachers used their contexts was more important than the characteristics of those contexts (Smith, 2012).…”

“…The findings showed that the way teachers used their contexts was more important than the characteristics of those contexts (Smith, 2012). This, according to Smith (2012), suggests that teachers` dispositions towards learning and change determine whether to initiate and sustain change. Similar to Smith (2012), Ayla`s sense of efficacy and her level of motivation seemed to help her free herself from contextual constraints and transform her teaching practice.…”

“…Smith (2012), in order to understand how teachers use school contexts they work in, conducted a case study with three teachers and collected the data through classroom observations, videotapes and interviews. The findings showed that the way teachers used their contexts was more important than the characteristics of those contexts (Smith, 2012). This, according to Smith (2012), suggests that teachers` dispositions towards learning and change determine whether to initiate and sustain change.…”

“…For example, King`s (2016) study highlights the importance of providing teachers with a supportive environment to enable them to implement and sustain change. And, Smith (2012) draws attention to the importance of how teachers utilize the context they work in, rather than the characteristics of those contexts, as teachers may still not change in educative school environments. This highlights the equally important role of individual dispositions in change (Smith, 2012), as there is a dynamic interplay between individual capacities and educational settings (Biesta & Tedder, 2007).…”