Philippine E-Journals

Teacher Change and the Implementation of professional development: New York City public schools work with identity

Lucia Buttaro

Discipline: Professional Development

 

Abstract:

Research in social psychology and organized behavior has extensively examined how identity development influences professionals‟ behavior (Ashforth & Humphrey, 1993; Ely & Meyerson, in press; Stryker & Serpe, 1982). These insights, however, have not been fully exploited in the context of inquiry-based reform, as sparse research examines these models through an identity perspective (Pratt, Rockman, & Kaufman, 2006). This study attempts to fill this gap. The paper uses focus groups, semi structured interviews, and seminar observations from six years of research in New York City Public Schools implementing a multi-site inquiry reform – the Scaffolded Apprenticeship Model (SAM). Results show that team inquiry facilitates identity change among teachers – in the form of new practices, roles, and self- definitions – as researchers, analysts, evaluators, leaders, designers, change agents and collaborators. Data from school colleagues show a public recognition of teachers‟ new role identities, not only by other members of their inquiry teams but other educators as well. Analysis also suggests that certain programmatic supports could potentially support identity change to varying degrees. Applying an identity perspective illuminates how teachers interpret and enact large-scale inquiry for school improvement, as well as enabling conditions.