“Change is hard”: What science teachers are telling us about reform and teacher learning of innovative practices

Over the last decade, significant efforts have been made to bring change to science classrooms. Educational researchers (Anderson, R. D., & Helms, J. V. (2001). Journal of Research in Science Teaching, 38(1), 3–16.) have pointed to the need to examine reform efforts systemically to understand the pathways and impediments to successful reform. This study provides a critical analysis of the implementation of an innovative science curriculum at a middle school site. In particular, the author explores the issues that surround teacher learning of new practices including the structures, policies, and practices that were in place within the reform context that supported or impeded teacher learning. Parallels are drawn between student and teacher learning and the importance of autonomy and decision‐making structures for both populations of learners. Findings presented include (1) how staff development with constructivist underpinnings facilitated teacher learning; (2) how regular and frequent opportunities for interactions with colleagues and outside support personnel contributed to teacher learning; (3) how the decline of such interactive forums and the continuation of old decision‐making structures restricted the development of teacher knowledge, expertise, and a common vision of the science program; and (4) how the process of field‐testing at this site limited the incorporation of teachers' prior knowledge and impacted teacher acquisition of new knowledge and skills. © 2002 Wiley Periodicals, Inc. Sci Ed 87: 3–30, 2003; Published online in Wiley InterScience (www.interscience.wiley.com). DOI 10.1002/sce.10037