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Teachers play an important role in the process of diffusion of an innovation. In our endeavour to achieve the diffusion of a curricular innovation from one seeding school to five other schools, we have investigated the learning of a group of teachers through an across-schools collaborative seeding journey. A preflective learning model for teachers is proposed with the aim to prepare seeded teachers in reflection-for-action and to build their capacities in designing and enacting the curriculum. In this paper, we describe this model and explore its effectiveness, especially with regards to teachers’ perception towards the innovation and their buy-in. We found that the seeded teachers from the five schools, regardless of their own teaching profiles and school contexts, have obtained high degrees of buy-in of the innovation and developed their readiness towards implementation for the next phase. It is envisioned that such a learning model will inform the design for teacher professional development and achieve innovation diffusion to create a wider community of teacher practice.
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- Teachers’ preflection in early stages of diffusion of an innovation
- Springer Berlin Heidelberg
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