Understanding teacher change through the study of habit, impulse, and inquiry

This qualitative study explored the perspectives of teachers concerning the process of educational change. These perspectives were studied utilizing John Dewey's framework of change involving habit, impulse, and inquiry. Two teachers were studied who were involved in the reform initiative of multi-age education. Both teachers previously taught in a traditional kindergarten program and were determined by the administration to be deficient in developmentally-appropriate teaching practices. Extensive professional development was provided in a “deficiency model” approach resulting in no instructional change. The teachers were then transferred to a multi-age early childhood program and significant changes in instructional approaches were demonstrated.; Data for the study were collected through classroom observations, interviews, and document review of lesson plans and journal writings. Observations were made when the teachers taught, in the kindergarten program and during the first year that the teachers participated in the implementation of the multi-age program. Interviews were also held during both school years. An additional interview was held with the educational consultant who provided professional development to the teachers during the kindergarten year and observed their instruction in the multi-age setting.; Data analysis revealed extensive instructional changes in the multi-age environment and provided insights into the function of habit, impulse and inquiry in relationship to educational change. The following findings were advanced as appropriate considerations for policy-makers and administrators interested in educational reform: (1) educational change is an extremely complex and contextual process that can not be mandated in a “deficiency model” approach; (2) in-service training does not provide teachers with the ability to acquire a deep understanding that is needed for positive changes in values, beliefs, and practices; (3) the purpose of change must evolve from the teacher; (4) teachers must be part of an environment in which they possess their habits instead of their habits possessing them, for change to occur; (5) inquiry plays an important part in the professional growth of teachers; and (6) the development of learning communities should be encouraged, because communication can provide new direction to habit.