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Yury Vasiliev
It is no secret that innovative teachers who are just beginning to introduce principles of interactive pedagogy into their practice have to face numerous challenges: students reluctant to accept innovations, colleagues looking skeptical, school administrators annoyed with the noise in the classroom. But there is one more difficulty all of us have to encounter: in order to work in a new way, we must first learn to think in a new way. How can we achieve this end? How can we help teacher-practitioners change their own thinking, so that they look openly at new practices and reconsider those they currently use?
Teachers at the school where I work also ask these questions and strive to find answers to them. This article is about some of the answers we have already found, and about how our colleagues work on their own professional thinking in response to change.
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Preparing for Change: Creating Conditions to Support Teachers' Reassessment of Their Practice