ABSTRACT

Teachers, the evidence and analysis in this book indicates, are the most important element in classroom change. Rather than blaming teachers for failure to innovate, recognition is needed that the influence of context-specific cultural paradigms on teachers’ and students’ formalistic constructs may well outweigh – quite rationally from their perspective – the alleged benefits of progressive reform. Complex progressive reforms may be rejected if they offer no relative advantage in the classroom, are not compatible with existing methods and offer no observable outcomes for students and parents concerned with examination results. Whether a new syllabus, teaching style or wider curriculum reform is adopted by different types of teacher depends on their various personal and professional constructs and on practical barriers to change. Some evidence-based improvements to teaching are consistent with the formalist paradigm. In those cultures where it is appropriate, the future for improving teaching lies in operating within the constraints of formalistic systems and in working to improve classroom formalism. The sensible conclusion in those ‘developing’ countries where it is appropriate is that the formalism paradigm should replace the progressive paradigm as the primary frame of reference for classroom change.