Concerns-Based Conceptual Change: A Theory of Change for Teacher Education
Philip Molebash, Loyola Marymount University, United States
Society for Information Technology & Teacher Education International Conference, in San Diego, CA, USA ISBN 978-1-880094-78-5 Publisher: Association for the Advancement of Computing in Education (AACE), Chesapeake, VA
We can be encouraged by the fact that many of the teachers matriculated through our teacher preparation programs have significantly altered their teaching practice. The important question to ask is what can teacher educators do to ensure that a greater percentage of teachers make the changes we desire? Resting at the core of this investigation is the well-developed theory of conceptual change (Posner, Strike, Hewson & Gertzog, 1982). Given that multimedia and information technologies are central to the conceptual changes that must take place in teachers if they are to effectively teach, the theories pertaining to how individuals adopt technological innovations naturally complements conceptual change theory. The Concerns-Based Adoption Model (Hall, George, & Rutherford, 1977; Hall & Hord, 2001) is particularly useful in this venture. This paper presents the results of previously performed research that led to the development of a theory of change, the Concerns-Based Conceptual Change Model (Molebash, Capps, & Glassett, in press) that unifies conceptual change theory with CBAM.
Molebash, P. (2010). Concerns-Based Conceptual Change: A Theory of Change for Teacher Education. In D. Gibson & B. Dodge (Eds.), Proceedings of SITE 2010--Society for Information Technology & Teacher Education International Conference (pp. 3900-3906). San Diego, CA, USA: Association for the Advancement of Computing in Education (AACE).