Revised curriculum in the Cypriot primary school: how to overcome the espoused level of change

Teacher critical reflection: what can be learned from quality research?

“…For example, professional development (PD) with an objective of TCR leading sustained change was described and supported by individual TCR (Biccard, 2018). Conversely, PD developed by an academic advisor and principal based on their observation of a perceived lack of continuity between teachers' beliefs and practice (Loizou, 2015) was not directly led by the teachers themselves. The difference in the agenda influences the nature and ownership of the objective and engagement (i.e.…”

“…Teachers articulated their knowledge and perspectives derived from TCR by using interactive forms of communication such as email and online material; they were also connected in small research groups, in teams within their workplace, and supported in self-study by an academic or colleague (Benade, 2015). Encouraging collaborative TCR led to a strategic pedagogical approach to catering for diverse learner needs (Loizou, 2015). The endorsement of collaborative TCR as more effective than reflecting in isolation was established (Benade, 2015).…”

“…The COP identifies the significance of the philosophy of the community. However, more work is needed to establish positive learning cultures that encourage an openness of practice (Loizou, 2015).…”

“…Even though differing individual teacher perspectives enrich and challenge TCR, the MA QES showed that the specific way that TCR was used needed to be agreed on. Understanding what the teacher hoped to achieve through TCR and how this translated into practice was essential and provided a level of credibility to the process (Loizou, 2015).…”