Concerns-Based Conceptual Change: A Theory of Change for Teacher Education

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Molebash, P. (2010). Concerns-Based Conceptual Change: A Theory of Change for Teacher Education. In D. Gibson & B. Dodge (Eds.), Proceedings of Society for Information Technology & Teacher Education International Conference 2010 (pp. 3900-3906). Chesapeake, VA: AACE.
Retrieved from http://www.editlib.org/p/33988.

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Conference Information

Society for Information Technology & Teacher Education International Conference (SITE) 2010
San Diego, CA, USA
March 29, 2010
ISBN 1-880094-78-9
  David Gibson & Bernie Dodge
AACE

More Information on SITE
Table of Contents

Author

Philip Molebash, Loyola Marymount University, United States

Abstract

We can be encouraged by the fact that many of the teachers matriculated through our teacher preparation programs have significantly altered their teaching practice. The important question to ask is what can teacher educators do to ensure that a greater percentage of teachers make the changes we desire? Resting at the core of this investigation is the well-developed theory of conceptual change (Posner, Strike, Hewson & Gertzog, 1982). Given that multimedia and information technologies are central to the conceptual changes that must take place in teachers if they are to effectively teach, the theories pertaining to how individuals adopt technological innovations naturally complements conceptual change theory. The Concerns-Based Adoption Model (Hall, George, & Rutherford, 1977; Hall & Hord, 2001) is particularly useful in this venture. This paper presents the results of previously performed research that led to the development of a theory of change, the Concerns-Based Conceptual Change Model (Molebash, Capps, & Glassett, in press) that unifies conceptual change theory with CBAM.

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