The Case of Daniela: The Nonlinear Development of Change
This chapter focuses on the teacher Daniela. What we want to show through her case is most importantly the fact that the change toward dialogic teaching was not straightforward. It was not a case of gradually increasing individual indicators and principle
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The Case of Daniela: The Nonlinear Development of Change
Abstract This chapter focuses on the teacher Daniela. What we want to show through her case is most importantly the fact that the change toward dialogic teaching was not straightforward. It was not a case of gradually increasing individual indicators and principles, with every subsequent lesson being better than previous one. On the contrary, the development took place through alternating phases of progress and of regression. We label this as a nonlinear development of change.
In the following two chapters, we present case studies of two teachers undergoing our TPD program. In Chap. 4, we assessed the TPD program as effective in invoking increases in dialogic teaching indicators and principles. The analysis was based on a comparison of averaged values from all of the participating teachers’ lessons before and at the end of the TPD program. This approach is useful for providing evidence that a change happened. On the other hand, it cannot reveal how the process of transformation proceeded. This is what we want to offer in this chapter and Chap. 6 through detailed and contextualized examinations of two teachers. We monitored how they went through TPD program; we use their stories to illustrate and interpret some phenomena that were common across our sample of teachers. This chapter focuses on the teacher Daniela. What we want to show through her case is most importantly the fact that the change toward dialogic teaching was not straightforward. It was not a case of gradually increasing individual indicators and principles, with every subsequent lesson being better than previous one. On the contrary, the development took place through alternating phases of progress and of regression. We label this as a nonlinear development of change. At the beginning of this chapter, we present some contextual information about teacher Daniela. Next, we describe individual lessons she taught during the TPD program to show how her teaching practices were successively changing. The data from the lessons are complemented by data from the reflective interviews to demonstrate how Daniela was thinking about the transformation process. Finally, we offer some interpretations for why the development of the change was nonlinear. In other words, we examine what was behind the switch between success and lack of success in applying dialogic teaching indicators and principles. © Masaryk University 2020 K. Šed’ová et al., Getting Dialogic Teaching into Classrooms, Understanding Teaching-Learning Practice, https://doi.org/10.1007/978-981-15-9243-0_5
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5 The Case of Daniela: The Nonlinear Development of Change
5.1 About Daniela Daniela participated in the TPD program during the 2014/2015 school year. She was an experienced teacher with 12 years of teaching experience and a habit of continually improving her teaching practices. She was a favorite among students because of her friendly and optimistic nature. Daniela taught Czech language and literature along with history. She also serve
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