Implementing Educational Policy Change: implications for teacher professionalism and professional empowerment

Abstract

Utilising findings of a research study which examined the role of teachers in the process of educational policy change, this paper notes that teachers tend to cast themselves, and are cast by others, in a dependency situation as regards policy interpretation and implementation. In the interests of teacher professionalism and transformative educational change, this paper advocates an emancipatory approach to educational policy change. This approach is conceptualised in terms of three key dimensions: professional confidence; professional interpretation and professional consciousness. The paper makes suggestions for a professional development programme through which to promote teachers' understandings and capacities in these areas and thereby enable them to take an active part in their own professional empowerment.

‘Windows’ on Teachers’ Beliefs and Attitudes about School ICT Policy Statements

“…The variance of teacher interpretation of policy text suggests that teachers mediate their understanding of policy texts through their own beliefs, attitudes and professional capacity (Proudford, 1998;Helsby, 1995). Attention is drawn to the way teachers, as previously excluded actors may be included in the process of policy decision making and contribute to the debate in developing an ICT policy that will be representative of all stakeholders in a school.…”

“…The heart of whether the teacher is 'readerly' or 'writerly' is not inherent within the policy text, but is vested in the interactions between the text and the teacher. Furthermore, Proudford (1998) posits that when professional interpretation of policy is evident in practice, they are supported by the teachers' own beliefs, values, attitudes and frames of reference. This study is underpinned by an emancipatory approach which allows teachers freedom to interpret policy text according to their professional consciousness embedded in their beliefs and attitudes.…”

“…New reform or innovation often requires teachers' having to reassess their practices and beliefs. In this regard, Proudford (1998) describes an emancipatory framework for explaining how teachers cope with educational policy change. Proudford (1998) argues that teachers react to policy changes based on their professional confidence, interpretation of policy and professional consciousness.…”

“…Proudford (1998) describes professional confidence, as the teacher's capacity to problematise and in so doing ask questions about taken for granted assumptions and values that support policy response and professional practice. Professional confidence also involves the feeling of being "in control" of the work in hand.…”

Professional experience reform in China: key issues and challenges

“…Change is even less likely to occur if the proposed change threatens the values and personal belief systems of the staff designated as change managers -generally the Heads of Departments (Proudford, 1998). It is therefore important to identify the attitudes of teacher educators in China to the practicum reform recommended in the Ministry's 2007 opinion paper.…”