https://abs.twimg.com/emoji/v2/... draggable="false" alt="📑" title="Lesezeichen" aria-label="Emoji: Lesezeichen">THREAD: Some of my favourite articles on why teacher change is tough...

https://abs.twimg.com/emoji/v2/... draggable="false" alt="💡" title="Elektrische Glühbirne" aria-label="Emoji: Elektrische Glühbirne">KEY IDEA: There are significant pressures on teachers that promote stasis over change.

https://abs.twimg.com/emoji/v2/... draggable="false" alt="✅" title="Fettes weißes Häkchen" aria-label="Emoji: Fettes weißes Häkchen">Knowing what these are means that as teacher educators we can design ways around them!

https://abs.twimg.com/emoji/v2/... draggable="false" alt="🧵" title="Thread" aria-label="Emoji: Thread">

1) Teaching poses very high cognitive load.

There often isn& #39;t a clear & #39;solution& #39; to a problem in teaching, but many possible ways through.

It& #39;s impossible for teachers to consider all of these every time they are faced with an issue. https://www.researchgate.net/publication/232817919_Cognitive_Load_and_Classroom_Teaching_The_Double-Edged_Sword_of_Automaticity">https://www.researchgate.net/publicati...

2) The teaching environment is extremely & #39;noisy& #39;.

The classroom is characterised by lots of events that happen at the same time and at an extremely rapid pace. https://www.researchgate.net/publication/250184499_Differences_Among_Teachers_in_a_Task_Characterized_by_Simultaneity_Multidimensional_and_Immediacy">https://www.researchgate.net/publicati...

3) To protect ourselves from this & #39;noise& #39;, we are forced to be selective about what we & #39;see& #39; and & #39;ignore& #39;.

Our ways of seeing as teachers can become habitualised very early in our careers (Miller, 2011). https://www.taylorfrancis.com/chapters/edit/10.4324/9780203832714-15/situation-awareness-teaching-educators-learn-video-based-research-fields-miriam-sherin-vicki-jacobs-randy-philipp">https://www.taylorfrancis.com/chapters/...

4) When we enter teaching, we already have a static (but naive) view of what the job is and how we might go about it.

This is because every teacher has themselves experienced thousands of being taught (Kennedy, 2019). https://journals.sagepub.com/doi/full/10.3102/0091732X19838970">https://journals.sagepub.com/doi/full/...

5) Without guidance, many teachers believe that their current solutions to the challenges they face are already optimal.

If we have a static mental model that drives our teaching, then we have nothing to compare that static view to.

https://www.researchgate.net/publication/292675761_How_Does_Professional_Development_Improve_Teaching

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