Summary+of+Butt,+Townsend+and+Raymond+(1990)


 * Butt, R., Townsend, D., and Raymond, D. (1990). Bringing reform to life: Teachers’ stories and professional development. __Cambridge Journal of Education__, __20(3)__, 255-268. ** 

The narrative focus of the article by Butt, Townsend and Raymond (1990) identifies pertinent issues in educational reform that may preclude our profession from positive growth. The authors posit that the core of the problem of educational reform is the nature of the relationship between teachers and reformers and amongst themselves.

The issue of ‘//Relationships and Change’// is highlighted as a key component of bringing reform to life. Butt, Townsend and Raymond (1990) indicate that ‘educational reform has failed to produce changes in curriculum and teaching which take up the substantive issues and pedagogical experiences.’ A salient reminder of the lack of change is evident in their cited research, i.e. ‘After more than 15 years of attempted reform, the Rand Studies (1978) revealed that in the United Stated only 5% of efforts at change had been fruitful.

Butt, Townsend and Raymond (1990) clearly delineate that there is a need to nurture a strong relationship between theory and practice. One of the core problems identified for educational change is the nature of the relationship between outsiders (reformers) and insiders (teachers). The authors identify three types of practical science as important to the relationship between theory and practice: logistic, dialectic and problematic. Each of these definitions is provided to indicate that early attempts at reform were within the realm of ‘logistic’. Such reforms resulted in resentment, retrenchment and resistance among teachers.

The authors point toward a more progressive model of teacher development: mutualism. Butt, Townsend and Raymond (1990) highlight empirical evidence to show that teachers who re-interpret mandates from reformers (outsiders) to meet their own and students’ needs had the highest degree of curriculum implementation.

The section entitled ‘//Biographical Understanding of Teachers’ Knowledge and Development’// discusses the inextricable link between personal and professional knowledge. The authors identify how teachers evolve their knowledge and learn to teach. The particular interest of the researchers is on ‘how’ the teacher (not the researcher) perceives his/her working context and professional development. Butt, Townsend and Raymond (1990) use the framework of autobiographies to help teachers evolve their personal and professional life stories in collaboration with other teachers. This method is termed ‘collaborative autobiography’ and invites teachers to ask, “How, through my work life experience and personal history, did I come to be that way?” In doing so, teachers create a deeper understanding of why they teach in particular contexts.

The autobiography of ‘Ray’ is delineated to express the notion of imagery and pedagogy. Ray’s account illustrates how he tries to create a haven in the classroom while struggling with the pressure to cover the content of a standardized curriculum. Ray proceeds to indicate his angst with molding students to a prescribed curriculum rather than his own goal to mold the program to suit persons. The personal account of Ray effectively highlights how the concept of collaborative autobiography can be used to nurture the professional development of teachers.

Butt, Townsend and Raymond (1990) identify pedagogical patterns in Ray’s autobiography to discuss the personal, practical, prescriptive and contextual influences on professional practice. The authors proffer the idea that the teacher is the final arbitrator in determining what finally emerges from the multiple influences in various situations. The notion of pedagogical patterns, therefore, respects the personal disposition of the teacher and allow him to produce different pedagogical and curriculum outcomes that tailor his instructional strategies (i.e. cooperative vs. didactic) in meaningful ways…..thus the important link between theory and practice.

The authors proceed to discuss how the imagery espoused by Ray has been informed by his past and rooted in his own personal experience. This model of collaborative autobiography is introduced to discuss its impact on the nature of teacher development. Butt, Townsend and Raymond (1990) discuss a review of more than 100 teachers’ stories as a strong base of reference for speculations regarding teacher development. The personal stories of teachers are categorized by private life history, professional experiences and the teacher’s own experiences as a student. The authors proceed to describe an ironic notion that very few teachers mentioned pre-service education (or in-service) as a formative influence on their careers.

Butt, Townsend and Raymond (1990) highlight the fact that an examination of childhood, adolescence, and other adult phases of development can bring forth an understanding of teacher dispositions. The realistic notion of personal crises, significant events, successes and failures may have an impact on the development of teachers. In addition, the authors discuss how working in particular contexts, schools, variances among staffs and professional successes all offer potential sources of influence on teacher development. An important finding is highlighted by Butt, Townsend and Raymond (1990) in which they highlight that intercollegial relationships are mentioned in some way in almost all teachers’ stories. This has an important impact on professional learning since teachers speak in positive terms about their preference to work in small groups of colleagues to exchange and share ideas.

The collaborative context is clearly identified as a common theme in the breadth of teachers’ stories. Butt, Townsend and Raymond (1990) highlight support for positive interpersonal support and mutual affirmation that can be realized in collaborative teacher development. A careful provision is highlighted by the authors in which negative interactions may cause teachers to work in ‘survival’ mode if they work with peers that impede their development. The meaningful nature of collaborative autobiography is supported by cited research confirming that biographical and life history approaches can be used for successful professional development.

The authors conclude their thoughts about collaborative autobiography by highlighting mediating factors that may preclude positive growth in teacher development. The issue of the contexts in which teachers work is often characterized more by constraint than opportunity; teacher’s responses to a structure not of their own making reduce the opportunity to create personal meaning. Therefore, the authors identify important implications for professional learning since teachers need to be involved in job-embedded projects in which they can build a personal bridge to the context of teaching. Butt, Townsend and Raymond (1990) delineate the contexts and variables that need to be in place to ensure optimal collaboration (i.e. welcoming the feedback of other teachers, allowing colleagues to watch them teach, collective commitment and support). The authors identify the need to sustained and focused collegiality within our school systems.

A salient component of the reflections shared by Butt, Townsend and Raymond (1990) is evident in their belief that: teachers must be regarded as experts with respect to their own classroom reality; their personal styles must be seen to have value; teachers need help in articulating their styles, and they need a dialogue to evolve collective projects out of individual concerns.

The authors conclude with a tentative submission that many schools lack structures for facilitating the transfer of knowledge and self-learning into teaching practices. The constructs of collaborative autobiography and collegial professional growth have the potential to provide such a structure. Butt, Townsend and Raymond (1990) remind us that reformers (outsiders) should take heed of the nature of their work so that insiders (teachers) can be supported with positive relationships and opportunities for professional growth. By doing so, educational reform can be renewed in a manner that is meaningful and rooted in the well being of all persons.

 “Educational reform has failed to produce changes in curriculum and teaching which take up the substantive issues and pedagogical experiences.’  “After more than 15 years of attempted reform, the Rand Studies (1978) revealed that in the United Stated only 5% of efforts at change had been fruitful.”  “How, through my work life experience and personal history, did I come to be that way?”  “Teachers must be regarded as experts with respect to their own classroom reality; their personal styles must be seen to have value; teachers need help in articulating their styles, and they need a dialogue to evolve collective projects out of individual concerns.”
 * __Quotes__**

 The authors posit that the core of the problem of educational reform is the nature of the relationship between teachers and reformers and amongst themselves. What do you believe are the core priorities that should be evident in professional learning models for teachers?  The authors submit that many schools lack structures for facilitating the transfer of knowledge and self-learning into teaching practices. What are the barriers to implementing professional learning communities? <span style="color: blue; font-family: "Times New Roman","serif"; font-size: 12pt;"> <span style="color: blue; font-family: "Times New Roman","serif"; font-size: 12pt;">The concepts of imagery and personal stories have been highlighted as important influences in teacher development. How should professional learning programs highlight the collaborative context in order to provide meaningful ways for teachers to enhance their understanding?
 * __Discussion Questions__**

<span style="color: blue; font-family: "Times New Roman","serif"; font-size: 12pt;"> - Mutual adaptation: <span style="font-family: "Times New Roman","serif"; font-size: 12pt;"> <span style="color: blue; font-family: "Times New Roman","serif"; font-size: 12pt;"> - Three kinds of practical science: logistic, dialectic, problematic <span style="font-family: "Times New Roman","serif"; font-size: 12pt;"> <span style="color: blue; font-family: "Times New Roman","serif"; font-size: 12pt; line-height: 115%;"> - Mutualism: A contemporary approach in which dialectic and problematic concepts are geared toward positive approaches (i.e. teacher-initiated school-based projects, action research and collegial experimentation).
 * __<span style="color: blue; font-family: "Times New Roman","serif"; font-size: 12pt;">Glossary __**<span style="color: blue; font-family: "Times New Roman","serif"; font-size: 12pt;">
 * <span style="color: blue; font-family: "Times New Roman","serif"; font-size: 12pt;">The interests of reformers and those of teachers in schools were taken into account in constructing the substance and process of planned change <span style="font-family: "Times New Roman","serif"; font-size: 12pt;">
 * <span style="color: blue; font-family: "Times New Roman","serif"; font-size: 12pt;">Logistic: theory and practice are seen as separate (i.e. theory is seen as superior to practice) <span style="font-family: "Times New Roman","serif"; font-size: 12pt;">
 * <span style="color: blue; font-family: "Times New Roman","serif"; font-size: 12pt;">Dialectic: theory and practice are separate, however, each are capable of informing each other (i.e. reformers and teachers are equal partners) <span style="font-family: "Times New Roman","serif"; font-size: 12pt;">
 * <span style="color: blue; font-family: "Times New Roman","serif"; font-size: 12pt;">Problematic: the practical problem is the focus for deriving situation-specific theory and practical action (i.e. reformers and teachers are collectively involved in problem-solving and agreement based on the lived realities of the teachers <span style="font-family: "Times New Roman","serif"; font-size: 12pt;">

- Reconceptualist Curriculum Scholars: Researchers who focus on the nature of teachers’ craft knowledge, Kelly’s personal construct psychology in understanding teacher thinking and the examination of reflection in the evolution of teachers’ knowledge.

- Collaborative Autobiography: The opportunity for teachers to evolve their personal and professional life stories in collaboration with other teachers so that all participants gain a collective sense of teachers’ knowledge and development.

- Ethnography: A methodological strategy used to describe people through writing; a branch of anthropology dealing with the scientific description of individual cultures.

In order to support the concept of professional learning for teachers in cooperative environments, the following webcasts provide positive outcomes.....for your consideration: <span style="font-family: "Times New Roman","serif"; font-size: 12pt; line-height: 115%;">
 * __Additional Resources__**

Teaching-Learning Critical Pathways: Literacy and Numeracy Secretariat @http://www.curriculum.org/secretariat/criticalpathways/gettingstarted.shtml

Creating Capacity for Learning: Leading Learning Communities @http://curriculum.org/secretariat/june14.shtml

Networked Learning Communities @http://curriculum.org/secretariat/january30_2008.shtml

Richard Butt ** Richard completed his B.Ed. and M.Ed. at The University of Regina and his Ph.D. in Curriculum Studies at the University of Ottawa. He moved to The University of Lethbridge in 1983. Teaching, research and development interests include school-based change, teacher development, science education and multicultural education with a commitment to emancipatory forms of learning, teaching and research.
 * __ Profile of the Authors __

David Townsend uses real-life experience and learning to enrich his teaching. Drawing on his teaching, administrative, and research experience, David Townsend supports concepts in his classroom with anecdotes, examples, and humour. He stays informed of new course content and new pedagogical approaches in education, and applies this in the classroom. A master of a wide variety of teaching methods, David Townsend applies and models innovative teaching methods that students can themselves apply in their own teaching. His teaching strategies include large and small group work, simulations, cooperative learning, and team teaching. David Townsend strives for excellence and expects the same dedication from his students, setting high standards and motivating students to attain them. His contagious passion for excellence in teaching and learning ensures that students leave his courses confident and eager to teach.
 * David Townsend **

Danielle Raymond has served within the Faculty of Education at Universite de Sherbrooke. <span style="font-family: "Times New Roman","serif";">
 * Danielle Raymond **