Teacher Cognition and Practices: Project versus Non-project and Consistency versus Inconsistency

Abstract

To triangulate what has been found so far, this chapter compares the cognition and practices of Marian and Jane (a non-project teacher) towards the end of the DP. While examining the differences in Marian’s teaching practices over the five stages within curriculum innovation reveals the path of change over the time she participated in the innovative project, it might be argued that those changes observed in Chap. 5 might not be exclusively attributable to the implementation of the DP. The argument is plausible, given that this school-based innovation project was not an insular context in which PTs lived, learned, and interacted. Thus, there is an obvious necessity to compare teacher cognition, as well as teacher and student behaviors in project and non-project classrooms, to triangulate evidence to justify the influence of the DP on the project teacher’s cognition and teaching practices.