Changes of Teacher Cognition within Curriculum Innovation

Abstract

This chapter depicts how changes took place in the focal informant’s cognition over four years’ participation in the Danyang Project. It draws primarily on the analysis of qualitative data collected through field notes, interviews, and teaching journals, as documented in Chap. 3. In alignment with the five stages in this study, this chapter investigates whether and how changes took place in teacher cognition within each phase, when distinct approaches were adopted to implement curriculum innovation. Furthermore, to support the likelihood and sustainability of change in teacher cognition at the post-innovation stage, this chapter also examines the project teacher’s mental life after she moved to a new educational setting.