Time tells: longitudinal changes in teachers’ beliefs and behaviour when implementing reading innovations

Mareike Ehlert; Fien De Smedt; Hilde Van Keer; Elmar Souvignier

Time tells: longitudinal changes in teachers’ beliefs and behaviour when implementing reading innovations

Mareike Ehlert ^[1] ; Fien De Smedt ^[2] ; Hilde Van Keer ^[2] ; Elmar Souvignier ^[1]
1. [1] University of Münster
  
  University of Münster
  
  Kreisfreie Stadt Münster, Alemania
2. [2] Ghent University
  
  Ghent University
  
  Arrondissement Gent, Bélgica
Localización: European Journal of Psychology of Education, ISSN-e 1878-5174, ISSN 0256-2928, Vol. 40, Nº 3, 2025
Idioma: inglés
DOI: 10.1007/s10212-025-00975-1
Enlaces
- Texto completo
Resumen
- To explore how teachers’ beliefs and behaviour change throughout implementation processes, N = 47 teachers participated in a 6-month professional development (PD) programme, and then implemented a differentiated reading innovation over one school year (totalling 15 months). Teachers’ beliefs (acceptability, feasibility, self-efficacy) and behaviour (fidelity, innovation use, adaptivity) were assessed after PD (T2), after 3 (T3), 6 (T4), and 9 months (T5) of implementation. Multilevel models displayed that acceptability and feasibility remained stable over time. Teachers’ self-efficacy and adaptivity increased significantly, while innovation use and implementation fidelity decreased. Cluster analyses based on teachers’ individual and school-level pre-conditions at T1 revealed one cluster with moderate and one cluster with optimal pre-conditions. The two clusters showed a parallel development with clear level differences, but teachers with moderate pre-conditions showed a steeper decline in fidelity after 9 months. Results emphasise that teacher change is a dynamic process that should be tailored to underlying conditions.
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