Pedagogic Principles and Feedback Mechanisms in Specialized Learning Environments

Introduction

The following of pedagogic principles is vital in the development of an effective learning environment as it helps to develop a disciplined way of providing education to learners. In this assignment, the pedagogic principles to be followed in own area of specialism is discussed. The way feedback is to be received in own field of specialism is explained.

Analysing the implementation of pedagogic principles in own area of specialism of the student

The pedagogical principles are developed by focussing on the methods and arrangement of teaching-learning, relation between learning environment and students, expected skills and attitude and general principles of education (Serra-Olivares et al. 2016). One of the key pedagogic principles is joint productive activity in which individuals work collaboratively by using each other expertise and depending on each other to reach a common goal (tolerance.org, 2018; Rice et al. 2016). The application of this principle for autistic children in inclusive teaching, as part of an education dissertation help, helps me to develop a diversified and supportive learning environment for the students. This is because framing small groups for joint activity helps the autistics students to interact and learn from normal students regarding the way to execute activities which improves their social communication and acceptance in the society as normal students get to understand the way they are to react and interact with autistic children.

Another pedagogic principle is language development which means that students are to be literate about the languages used across their curriculum (tolerance.org, 2018; Vivanti et al. 2019). The application of this principle is important for autistic children in inclusive settings so that they have detailed knowledge about subject matter lexicons and academic languages which would make their learning process easier as they can understand the academic context while reading without confusion. Moreover, it would help them understand the way to use formal language in academics. However, failure to implement the principle would lead autistic students in inclusive learning perform inappropriately as they would have no information about the type of languages to be used in their academic writing or make meaning of the terms or lexicons used in the academic content, in turn, hindering their learning process.

The pedagogic principle informs that contextual and challenging activity is to be developed for students (tolerance.org, 2018). The application of the contextualisation principles would help autistic children in an inclusive setting to develop clear consensus about the norms of the academics and society as well as would help them learn regarding the way learning in academics can be used in executing real-life activities. The challenging activity principle would help autistic children in inclusive setting become aware of ways to react during challenges and the way to act for overcoming the challenges. However, failure to apply the principles would lead the autistic children to remain unaware of the way to react according to norms making them show inappropriate behaviour. Moreover, it would make them unable to become self-sufficient to control and overcome challenges in life (tolerance.org, 2018).

The instructional conversation is one of the pedagogic principles in which the teachers are to converse directly with the students to help them share ideas and question regarding any confusion to develop effective learning (tolerance.org, 2018; Camargo et al. 2016). The application of the principle would lead autistic children in inclusive setting to share and express ideas, resolve questions through discussion, clear confusion through interaction and others with teachers to understand and develop academic learning, in turn, ensuring them effective education. However, failure to apply the principle would lead autistic student remain confused regarding their problem making them unable to progress in their academics. This is because without conversation with the teachers the autistic children would be unable to get instructed regarding the way to execute studies and activities by overcoming confusion and hindrances being faced.

Evaluating the effectiveness of innovative and creative approaches in own area of specialism of the student

The implementation of innovative and creative approaches in teaching creates advantages for the learners to receive effective education. The effectiveness of innovation and creation approaches in inclusive setting for autistics students can be evaluated on three bases which are visualisation skills, used of effective classroom technology and active learning. The autistic children when are offered the visualisation skills develop better ability to remember, understand and shows greater participation to learning (McCoy and Mathur, 2017). This is evident as when I provided visual learning for the lesson plans most of the autistic children, as well as normal students due to visual, attract expressed interest to learn as they can clearly understand concepts and meaning of whatever is taught by picturing them in front and minds.

The use of effective classroom technology in inclusive setting helps the teachers to develop learning process in such a way that it suits all the students present in the class without compromising or slowing down normal student’s progress due to presence of children with special needs (Alexander and Dille, 2018). This is evident as autistic children when in the classroom are offered proper technology as per their special needs they are able to break personal barriers to participate in the class at par with the normal students. For example, autistic children are found to avoid paying concentration to minute details. In order to help them concentrate, I used screen magnifiers or light signals to make them aware where to concentrate while teaching in the class without having to spend separate time to make them concentrate on the topic. This helps me to educate normal as well as autistic children at the same time.

The active learning process is effective approach for the autistic children in inclusive setting as it helps them to devote time and interact with the teachers as well as learn from their peers through talking and sharing of information for completing lessons. This helps them to improve their social communication skills (Page and Davis, 2016). It is evident as through active learning with the help of peers on the classroom I found that the autistic children expressed better social communication with their peers helping them to make better friends as well as learn lesson with the help of peers. The active learning approach is also effective for autistics children as the teachers can personally assist them as well as develop feedback regarding them to understand their progress and what further activities are required to ensure them develop at par learning with the normal students in the class (Malinverni et al. 2017). This is evident as while being a teacher in inclusive setting, I through interaction with the autistic children as well as normal students understood their extent of progress and the way each of them is to be assisted to ensure improved learning experienced to them.

2.4 Identifying opportunities for learners and others for providing feedback to inform inclusive practice

Inclusive practice is the process which recognises diversity of all students by allowing them to have access to all content of course, entirely participate in all activities of learning and show the extent of knowledge and strength during the assessment (Lancaster and Bain, 2019). It is essential that regular feedbacks are received by teachers as well as learners so that each can be aware of their extent of progress in their lessons and activities (Coogle et al. 2015). I provide opportunity for the learners to provide feedback in the inclusive setting by arranging group discussion where each of the learners is asked to inform three areas in the last lesson that they think have been achieved and three areas that are not achieved which are to be fulfilled in next lesson. In case of the autistic children, their parents are included in the discussion and asked to mention three areas in lessons that are accomplished and to be improved as the students lack proper analytical ability to inform the data. The information is them mentioned by me in the whiteboard which is capped at the end of the next lesson to determine the things that are accomplished and the ones that are not as well as the areas not accomplished are evaluated to understand about the way they can be improved.

I also develop feedback by assessing individual students in the setting through direct interaction regarding the lesson taught to understand nature of difficulty in learning faced by each of them. The information is stored and next lessons are accordingly arranged to help the student overcome the difficulties. I also provide opportunity to the learners to provide feedback by randomly distributing feedback cards amount them in the initiation of the lesson that is collected at the end. It is done to develop information regarding what I have followed and what hindrances they faced due to my teaching. This later forms the basis according to which I improve my skills to teach the students effectively so that the weakness and difficulties informed are no more faced by them while attending further lessons from me. I also arrange peer-feedback opportunity in the classroom to inform inclusive practice. This is because peer knows the students more intricately than the teachers as they are spending most of the time in the class which helps them to identify weakness and strength in skill of the students that could have been not considered by the teacher to be focussed in framing education curriculum for the students (Wood et al. 2015). Thus, I arrange peer-feedback to understand which student is lagging in which aspect as mentioned by the peer in the lesson. I evaluate the feedback and accordingly assist the student individually to cope with the identified issues to be resolved while teaching further lessons.

Explaining the way student’s personal practice in planning inclusive teaching has taken account of principles and theories of learning, assessment and communication

In order to plan inclusive learning and education, the norm-reference assessment and criterion-reference assessment model are considered by me. The norm-reference assessment is used by me at the start of the term where I arranged an intelligent quotient test to all who are going to be in my classroom. This is done so that I can understand the efficiency of each student in comparison to any average student in inclusive setting. The information is used by me to understand which students require what nature of assistance during learning so that each has equal opportunity to progress. The criterion-reference assessment model is used by me to determine the progress of each student regarding a particular lesson and it was used by me at the end of each lesson. This is done so that I can understand which student in the class is lagging behind in which aspect in the lesson so that future lesson can be accordingly strategized to ensure the weaknesses are resolved. The test is arranged by providing lesson related questions to the students to be resolved. In framing the assessments, the principle of reliability and validity is abided by me through framing of questionnaire as per academic rules and logical understanding. Moreover, the sufficiency of the questionnaires for both the assessments is ensured by me as I asked the academic heads to judge them. They were seen to provide positive reply ensuring the questions were sufficient for their individual purpose.

In planning the inclusive teaching, I followed the transactional model of communication. This is evident as I arranged a group discussion with the curriculum committee members and parents of all students who are to be included in the inclusive setting to inform about the aspects and areas to be focussed during teaching for effective educational achievement of the students. The information is understood by me and I later made them aware of the activities I am going to be followed to fulfil their expectation. In relation to this, the parents and members provided their opinion regarding the activities I mentioned to be followed and gradually through discussion from both ways I could finalise the aspects and activities to be involved in inclusive setting for successful education. I followed the theory of motivation in planning inclusive teaching, according to which I determined to reward students who showed better progress than others through praise in the classroom. The student who showed lesser progress was to be motivated by making them understand the aspects they are to further focus on in the lesson to be better, as well as I, would help them with resources and assistance to overcome the difficulties.

Conclusion

The above discussion informs that key pedagogic principles followed in own field of specialism which is inclusive setting are group activity, language development, contextualisation, challenging activities and instructional conversation. The opportunities of feedback to inform inclusive practice are created through group discussion, peer information, feedback cards and others. In planning inclusive teaching, the norm-assessment and criterion-assessment model, transactional model of communication and others are considered.

References

Alexander, E. and Dille, L., 2018. Professional perceptions of the effectiveness of visual communication systems and their applications for functional communication interventions for individuals with Autism Spectrum Disorder. Autism & Developmental Language Impairments, 3, p.2396941517747468.

Camargo, S.P.H., Rispoli, M., Ganz, J., Hong, E.R., Davis, H. and Mason, R., 2016. Behaviorally based interventions for teaching social interaction skills to children with ASD in inclusive settings: A meta-analysis. Journal of Behavioral Education, 25(2), pp.223-248.

Coogle, C.G., Rahn, N.L. and Ottley, J.R., 2015. Pre-service teacher use of communication strategies upon receiving immediate feedback. Early Childhood Research Quarterly, 32, pp.105-115.

Lancaster, J. and Bain, A., 2019. Designing University Courses to Improve Pre-Service Teachers' Pedagogical Content Knowledge of Evidence-Based Inclusive Practice. Australian Journal of Teacher Education, 44(2), p.4.

Malinverni, L., Mora-Guiard, J., Padillo, V., Valero, L., Hervás, A. and Pares, N., 2017. An inclusive design approach for developing video games for children with autism spectrum disorder. Computers in Human Behavior, 71, pp.535-549.

McCoy, K.M. and Mathur, S.R., 2017. Differentiation in the Digital-Based Classroom: A Universal Design Approach for Inclusive Settings in Middle Schools. Journal of Education and Development, 1(1), p.1.

Page, A. and Davis, A., 2016. The alignment of innovative learning environments and inclusive education: How effective is the new learning environment in meeting the needs of special education learners?. Teachers' Work, 13(2), pp.81-98.

pedagogical principles and tactical constraints: examining games modification. Journal of Teaching in Physical Education, 35(3), pp.208-218.

Behaviour management is the attempt to motivate and guide the individual to improve their behaviour in certain condition. It is important in classroom so that the learners behave properly and orderly environment is maintained. In this assignment, the theories of behaviour management are analysed and the way they are to be used in developing a safe and inclusive environment is discussed.

Analysing theories of behaviour management

The Choice Theory was framed by Glasser and it states that all the behaviour reflected by the individuals is chosen. The choices are influenced by five needs that are genetically developed which are survival, freedom, love and belonging, power and fun. The theory mentioned that the most vital needs are love and belonging which dictates our choice of behaviour because connectedness and relationship with others are needed as main basis for satisfying all the other needs. Thus, the classroom required to be the needs-satisfying place to help the students show proper behaviour (Irvine, 2015). The model is beneficial when it is adopted across all aspects of the organisation and the theory has the ability to control seven negative habits such as blaming, criticising, nagging, complaining, punishing, bribing and threatening. However, criticism of the theory is that it creates doubts whether or not tutor according to the theory are able to change and control learner’s behaviour as no matter what improvement are placed yet learner are going to be disruptive as per their choice (Dyson and Plunkett, 2018).

The Operant Conditioning theory states that learning occurs according to punishment and rewards for the behaviours expressed by students. The behaviour change is influenced by the events or stimuli which occurred in the surrounding environment. The students when are rewarded for specific stimulus-response they tend to repeat the behaviour (Budiman, 2017). The benefit of the theory is that it is the simplest approach which can be implemented to make individual learn and manage certain behaviour. However, the limitation of the theory is that it does not consider the free will of individuals and using it would create a society where no individual can be motivated to change a negative behaviour without any form of reward. Thus, it creates barriers to make people avoid moral judgements (Kaplan, 2018).

Establishing and sustaining a safe and inclusive learning environment

The way the theories can help in developing and maintaining a safe inclusive learning environment is as follows:

Choice Theory: According to the theory, all the learners in the setting are to be provided equal freedom to determine the things they are going to execute, when, in which way and at what place they are going to execute it. The students are allowed to choose their own path for action and are made to be held responsible for their own actions. This is going to create a safe inclusive learning environment as the students are going to avoid taking any negative path as they would understand such actions are going to ruin their future and they are to be solely responsible for their action making them remain alert not to execute such actions (Wubbolding et al. 2017). As per the theory, no assessment or evaluations of the students are to be made for providing them grades. This is because comparing students through grades creates violation of the self-determination and privacy as well as makes face them unnecessary expectations (Naderi et al. 2015). Thus, implementing this aspect would lead students to show collaborative behaviour towards children with special needs creating a safe inclusive environment as no expectation from anyone is placed in the setting which can make individuals go against other to be better than them.

Operant Conditioning Theory: According to the theory, the students who are going to behave improperly with the individuals having special needs are to be punished for their actions. In contrast, the students who are going to behave properly with the individuals having special needs in the settings are to be rewarded. It is going to make the students aware about the difference between good and bad to create a safe and inclusive environment (Cai et al. 2016). This is because the fear of punishment would lead the normal students to avoid acting improperly towards special needs individuals helping to create a safe environment. Further, the love for the reward would make normal students to develop proper relationship with the special needs individuals helping to create an inclusive learning environment.

Explaining the way own practice of the student is maintaining and creating a safe inclusive learning environment

In creating a safe and inclusive environment, both the choice theory and operant conditioning theory are implemented. According to choice theory, the students are provided freedom to make choices in the setting without any interference. However, all the learners do not have good intention and to control such individuals who are going to show bad behaviour the operant conditioning theory is used. Thus, in the setting various policies are developed to make each learner aware about the way their negative actions or behaviour are going to create consequences for them. However, arranging punishment for negative actions is not the only resort to make individuals act positively. Thus, in this respect rewards are also developed to motivate people to act positively. The students, who show compassion and acts politely as well as empathetically with the individuals having special needs, as well as all others in the class, are provided 2 extra meal vouchers for the session. This is because we avoid showing that people with special needs required more psychological support than normal individual and they are to be pitted. Therefore, to ensure all are treated equally the step is taken.

The rewards of 2 extra meal vouchers are provided to students who attend all lessons. This to make students encouraged to attend lessons and effectively engage in the process of learning. The positive reinforcement is used for students according to which no students are allowed to say they cannot execute any lesson and instead they are made to realise that they are able to learn any lesson with just more effort. The grading system is not used to assess the talent of the students as it creates comparison between others as well as makes students to feel they are less than others because they received lower grades.

Conclusion

The above discussion informs that choice theory and operant conditioning theory are key approaches used for behaviour management. The choice theory provides opportunity to learners to act as per their choice whereas the operant conditioning theory manages the behaviour of learner based on reward and punishment.

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References

Cai, J., Hong, L., Cheng, L. and Yu, R., 2016. Model Skinner Operant Conditioning automata i bionički naučeno upravljanje robota. Tehnički vjesnik, 23(1), pp.65-75.

Dyson, M. and Plunkett, M., 2018. Choice Theory, Relationships and Community. In Surviving, Thriving and Reviving in Adolescence (pp. 43-67). Springer, Singapore.

Irvine, J., 2015. Enacting Glasser's (1998) Choice Theory in a Grade 3 Classroom: A Case Study. Journal of Case Studies in Education, 7.pp.9-17.

Kaplan, D.E., 2018. Behaviorism in Online Teacher Training. Psychology, 9(04), p.570.

Naderi, H., Baezzat, F. and Motaghedifard, M., 2015. Effectiveness of quality education based on Glasser's choice theory on the student's academic self-efficacy. European Journal of Psychology and Educational Studies, 2(2), p.43.

Wubbolding, R.E., Brickell, J.D. and Wubbolding, S.T., 2017. The GLASSER SCHOLARS PROGRAM. International Journal of Choice Theory® and Reality Therapy, 36(2), p.83.

The role of the teacher is to impart education to the students to help them grow and achieve success in future. They are seen to develop lessons and follow curriculum to educate learners. In this assignment, the detailed role and responsibility of teacher are explained. Later, the legislation and codes to be followed by them along with boundaries and relationship with other professional are discussed. Lastly, referral points for meeting learner needs are discussed.

Analysing own role and responsibilities in training and education

In education and training, I have the key role to motivate students to involve in learning so that they are able to change as well as improve their psychological, social and professional skills to the best. I also have the role to support the students by making them aware about the way they are to take their own responsibility for personal development. I have the role to identify individual needs of the student and arrange resources for the needs to be met in providing effective training. In addition, my role is to encourage the students to be organised as well as be aware of any support mechanism required so that I can help any student in need during education and training.

In education and training, I have the responsibility to ensure a safe and secure environment for learning is created where the students have no probability to getting harmed or abused. I need to promote diversity as well as equality and make students develop a non-discriminative attitude. I have the responsibility to abide by key rules and regulation, codes of practices and legislation so that I can provide ethical and legally ensured education and training. I have the responsibility to work as a team and contribute within the team so that achievement and experiences by the students are improved. I have the responsibility to create effective negotiation to reach appropriate target of learning as aimed in the course so that no disputes are faced by the students to get education. I have the responsibility to plan the way training and education to the students is to be provided so that their skills and knowledge are effectively improved. I have the responsibility to assess the students in education and training so that I can determine their extent of success in the learning process. I have the responsibility of designing effective learning resources which are varied as well as appropriate to help the students be able to fulfil the aim of the training and education.

According to my role and responsibility being a teacher, I required following the Data Protection Act 1998. The Data Protection Act 1998 is the UK legislation which states that no personal data of the individuals are to be shared publicly without the prior permission of the owner (legislation.gov.uk, 1998). Thus, the Act informs that as teacher it is my duty to keep the personal details of the student confidential and not to be made public without prior permission from the students or authorities to ensure safety of the individuals. The Health and Safety at Work 1974 informs that it is duty of the employers to protect the welfare, health and safety of the individuals at work as well as it is duty of employees to take their own care and care for others along with executing work by cooperating with the health and safety requirements at the place (legislation.gov.uk, 1974). The Act provides me with the responsibility to be aware to avoid risk and ensure safety of the students by following health and safety protocols of the organisation. It is required so that welfare, health and safety can be ensured for own as well as for students making them feel lack of fear of losing life while getting educated.

The Code of Practice set by the Society for Education and Training (SET) informs that it is the duty of the teacher to uphold the reputation of their profession under all circumstances and they are to work honestly (set.et-foundation.co.uk, 2019). This indicates that I have to the role of providing reliable and valid services in all condition and never compromise on professional values and duties. The code informs that as teacher one have to act in according with the situation and need to comply with any reasonable requests developed by the SET. Moreover, the code informs that as teacher one has the role to respect the right of all student as well as their colleagues. They have the role to ensure diversity and equality is established in education and training (set.et-foundation.co.uk, 2019).

Analysing boundaries and relationship between teaching and other professional roles

The teacher has the boundary to not interfere in personal matters of the students and maintain confidentiality of the information of the learner (Vähäsantanen, 2015). This is needed to protect the students from getting harmed, abused or harassed in public. As asserted by Akkerman and Bruining (2016), the boundary of the teacher while working with students is that they are to teach them without showing any form of discrimination. This is because it would help to provide equal scope to all learners to get same opportunity to become educated and progress in life. As argued by Langendyk et al. (2015), stereotyping in education leads one student to lag behind another making them lack scope to progress. This is because one has better information over other to manage problems and use learning to progress.

The teacher has the boundary in respect to students to act with integrity (Adolfsson, 2018). This is because immoral and dishonest practices towards the students lead them to disrespect their profession as well as ruin the future as well as academic progress of the students. The boundaries of the teachers while working with other professionals is that they are to undertake role and responsibilities which are only part of their professional skill and knowledge along with they are to maintain the confidentiality of other professionals involved in working with them (Michael et al. 2015). This is because it would help the teacher avoid unnecessary risk for the student as well as themselves due to lack of knowledge in executing any action. The relationship of the teacher with Health and Safety Control officer in the organisation is that they are responsible to inform the officer of any intended risk of harm in the learning environment for the students or other staffs (set.et-foundation.co.uk, 2019). The relationship of the teacher with educational counsellor is to inform about the progress details and behaviour of any student who is to be counselled (set.et-foundation.co.uk, 2019).

Describing referral points for meeting learner needs

The points of referral are used by the teachers when they are to act professionally and realise that students require assistance from other professionals. The external point of referrals are those who work outside the organisation and the internal referral points are those individual; who work within the organisation where the student is accessing education (Hinchliffe and Campbell, 2016). The internal points of referral include information and guidance staff, support staff, IT staff, Technicians, student representatives, special needs assistance, career advisors and others. The student representatives are those who properly listen, communicate and collect views of students who they are representing to take the views in meeting with managers in creating positive change within the organisation as demanded by students (Cuadros and Lucena, 2015). The special needs assistant has the role to help teachers in fulfilling education of students with special needs (Goldstein, 2017). Thus, they are used in inclusive setting at times to help teachers educate students with special needs and normal students at the same time. The career advisors provide training and guidance as well as promote skills of individuals to help them get employed (Iwayemi et al. 2016).

The external points of referral for meeting learning needs include childline, social workers, Councillors and others (Flynn et al. 2016). The student counsellors have the role to assess the student from all levels and listen to their concerns regarding emotional, academic or social issues to help them cope the problems. They act as mediators between the teachers and students (Sivis-Cetinkaya, 2019). The counsellors are used in condition when the teachers are unable to manage the students as they could not understand the exact problem being faced by the individual. The social workers and childline are engaged as the point of referral for the students when the teachers understand that the child is under any form of threat in the society or from the family. This is done with the intention to protect the child from any harm or abuse (Letshwiti-Macheng and Mupedziswa, 2016).

Conclusion

The above discussion informs that teacher has the role to motivate students to involve in learning, identify individual needs of the student, arrange resources for the needs and others. The teachers are to abide by code of practice set by SET along with follow legislation such as Data Protection Act 1998, Health and Safety at Work 1974 and others. The teachers are to use internal and external referral points to help students when they are personally unable to resolve their problems.

References

Adolfsson, C.H., 2018. Upgraded curriculum? An analysis of knowledge boundaries in teaching under the Swedish subject-based curriculum. The Curriculum Journal, 29(3), pp.424-440.

Akkerman, S. and Bruining, T., 2016. Multilevel boundary crossing in a professional development school partnership. Journal of the Learning Sciences, 25(2), pp.240-284.

Cuadros, M.D.P.J. and Lucena, M.A.H., 2015. Perceptions of Student Representatives with Respect to University Leadership: The Cases of Portugal (ISCE and Portalegre) and the United Kingdom (Sheffield University). Studies in Social Sciences and Humanities, 3(1), pp.15-29.

Goldstein, B.L., 2017. The Role of Special Assistant Teacher to Help Special Needs Student through Instructional Interactions in an Inclusive Classroom. An Evaluation of Paraprofessionals’ Skills and Training Needs in Supporting Students with Severe Disabilities, 460, 32(3), p.485.

Hinchliffe, K.J. and Campbell, M.A., 2016. Tipping points: Teachers’ reported reasons for referring primary school children for excessive anxiety. Journal of Psychologists and Counsellors in Schools, 26(1), pp.84-99.

Iwayemi, A., Oladejo, B.F. and Adeleke, D.S., 2016. Career Advisor Expert System Based on Myers Briggs Personality Assessment. In OcRI (pp. 207-211).

Langendyk, V., Hegazi, I., Cowin, L., Johnson, M. and Wilson, I., 2015. Imagining alternative professional identities: Reconfiguring professional boundaries between nursing students and medical students. Academic Medicine, 90(6), pp.732-737.

Letshwiti-Macheng, P.M. and Mupedziswa, R., 2016. Social work practice with children in Botswana. The Handbook of Social Work and Social Development in Africa, p.84.

Michael, S.L., Merlo, C.L., Basch, C.E., Wentzel, K.R. and Wechsler, H., 2015. Critical connections: health and academics. Journal of School Health, 85(11), pp.740-758.

Sivis-Cetinkaya, R., 2019. Turkish Student Counsellors’ Perceptions of Ethicality: a Brief Report. International Journal for the Advancement of Counselling, 41(3), pp.407-414.

Vähäsantanen, K., 2015. Professional agency in the stream of change: Understanding educational change and teachers' professional identities. Teaching and teacher education, 47, pp.1-12.