From Mark Priestley…

Reasons for a lack of change in schooling are various, being primarily cultural and structural. A major issue lies in the familiarity of schooling to the wider population. Everyone has been to school, and thus everyone knows what schools are (should be) like. To suggest otherwise – to challenge the deeply ingrained grammar of schooling – is to challenge common-sense and to invite ridicule. Teachers too can be conservative in their thinking, and this is not pig-headed opposition to change, as some who advocate changing teachers’ mindsets may suggest, but due to deeply-held beliefs rooted in professional socialisation from their education and experience (and as Eisner also quipped, teacher professional socialisation begins at the age of five!).

Research suggests that teachers who engage with research findings and new concepts about education as a part of a process of collaborative professional enquiry are likely to develop enhanced professional knowledge, and consequently become more readily able to envisage alternative educational futures.

From his blog post New breed of teachers, old breed of reaction. 15 September 2017

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