Change in teachers' practice: An experience using reflective processes

Abstract

Preparation of experienced teachers to implement a new curriculum or to use new teaching materials involves change in their practice. This can be obtained through a learning process where a new construct system is created. This paper presents a teachers training process based on Kelly's "constructive alternativism" idea. It emphasizes reflective processes as away to promote conceptual change. The preliminary results hightlight the importance of theoretical models embedded in curriculum materials and the difficulty of changing teachers' practice without support during their classroom activities.