“I don’t have enough time” ‐ Teachers’ interpretations of time as a key to learning and school change

Abstract

Time is one of the greatest constraints to any change process. However, finding more time for teachers by reallocating time within a fixed schedule has not brought about desired reforms. This article, based on a qualitative study that explored teachers’ interpretations of time, indicates that the concept of time is more complex and dynamic than the literature implies. It elaborates and illustrates nine aspects of time that teachers in a middle school instructional technology project identified as barriers to the dissemination of learning among colleagues. The article argues that understanding what teachers mean when they say “I don’t have enough time” is a critical first step in avoiding misdirected administrative effort. It also offers suggestions for rethinking time in ways that encourage meaningful teacher participation in individual and organizational learning.

The lost promise of teacher professional development in England

“…For example, teachers report that sustained and intensive professional development has a greater effect on changing practice than shorter professional development (Collinson and Cook 2001;Day and Leith 2007;Garet et al 2001). Professional development is more likely to be effective in improving teachers' knowledge and skills if it forms a coherent programme of teacher learning (Day and Leith 2007;Garet et al 2001;Loxley et al 2007).…”

“…Teachers often select the professional development in which they will participate from a number of options available from a highly disparate set of providers (Collinson and Cook 2001;Day and Leith 2007;Harris et al 2006;OECD 2009). Compounding this is the evidence that suggests that teachers' knowledge, beliefs, and attitudes impact how and what they learn from these professional development activities (Spillane and Thompson 1997).…”

Behind Cultural Competence: The Role of Causal Attribution in Multicultural Teacher Education

“…Previous studies identified many institutional and personal barriers in the process of multicultural teacher education (for example, Collinson & Cook, 2000;Fuller, 1992;Wang, 2008). The significant relationship between preservice teacher's attribution and cultural competence suggests that when preservice teachers feel they are in charge, they will be more likely to act as agents of change and practice culturally responsive pedagogy.…”

Professional learning orientations: patterns of dissonance and alignment between teachers’ values and practices

“…Teachers report that professional development that involves sustained and intensive professional learning has a greater effect on changing practice than shorter, isolated professional learning 'events' such as one-stop workshops (Collinson and Cook 2001;Day and Leitch 2007;Garet et al 2001). Teachers report that professional learning opportunities that focus on subject matter (content learning), that involve 'hands-on' practice (active learning), and that are integrated into the daily life and priorities of schools and classrooms (coherent learning) are more likely to enhance teachers' knowledge and skills (Day and Leitch 2007;Garet et al 2001;Loxley et al 2007).…”