Second Level Teachers and Educational Change: An Investigation into Teachers' Responses to the Introduction and Implementation of Cooperative Learning

Abstract

Successful educational change at school level is difficult to achieve; however it is imperative that schools engage in change practices if they are to enhance the learning experiences and academic achievements of their students. This thesis investigates teacher's responses to educational change both to understand the significance of this role within the change milieu and also to develop protocols that could influence successful change outcomes at local level. It concludes that if the professional and moral obligations of the teachers are recognised, the operational basis is accessible to teachers and a space is created for authentic discussion to take place, then successful change is possible at local school level.