Examining the Relationship between Cynicism and Instructional Change

Abstract

Instructional practices today remain heavily centered and oriented around the teacher despite decades of educational reform efforts. Curriculum has changed, technology usage has increased, and standards have evolved; however, most instruction is still centered around the teacher or teaching with limited opportunities for students to apply knowledge to unique situations and challenges. While teachers are fundamental to the learning process, instruction must shift focus from teacher to student for deeper learning to take place. The paucity of instructional change leads us to ask: What are possible barriers to teacher’s lack of willingness to change instructional practices? Considering this question through the lens of change theory, this research explores what possible barriers might impede the instructional change process. One possible barrier considered is teacher cynicism. It is considered that teacher cynicism might act as a barrier to teacher’s willingness to change their instructional practices. Therefore, this research has application for how teachers and administrators can adjust to improve the implementation process when teachers are asked to make changes to their instructional processes.