Developmental Trajectory Patterns of Chinese Teachers Employing New Teaching Strategies with Thinking Tools

Abstract

The purpose of this study is to examine the patterns of developmental trajectory of Chinese teachers when they introduced a new teaching strategy by using Thinking Tools. The authors selected eight primary school teachers who used TT strategy to reform traditional teaching methods in China. Trajectory Equifinality Modeling (TEM) was used to analyze the data. The authors found that there are three patterns of developmental trajectories among teachers. These patterns were developing thinking skills by supporting the students to judge and choose TT freely (Pattern 1), developing thinking skills related to daily life without judging and choosing TT freely (Pattern 2), and using TT to acquire knowledge efficiently (Pattern 3). This study explored whether (1) professional dialogue deepens the reflection of teachers, (2) social directions were different among the cities, and (3) changing of beliefs motivated teachers’ inquiry on how to use TT to improve the higher-order thinking skills of students.