Teachers’ Attitudes toward Pedagogical Changes during Various Stages of Professional Development

Source: This article was published in Teaching and Teacher Education, Volume 27, Issue 5,
Author(s): Ditza Maskit, " Teachers’ Attitudes toward Pedagogical Changes during Various Stages of Professional Development", Pages 851–860, Copyright Elsevier (July 2011).

The current study examines teachers’ attitudes toward pedagogical changes.
These changes include various teaching strategies concerning students, content, and the teacher’s educational orientation.
Teachers’ attitudes toward such changes are examined at different stages of their professional development.

The research question is: To what extent do teachers at different stages of professional developments hold different attitudes toward pedagogical changes?

The participants were 520 teachers in primary schools, junior high schools, and high schools.

Significant differences were found between teachers at different stages of their professional development.
Teachers at the Career Frustration stage and the Career Wind-Down stage acquired the lowest mean scores.
Teachers at the Competency Building stage and the Enthusiasm and Growth stage had the highest mean scores.