Conceptions, practice and change

Malka Gorodetsky, Shoshana Keiny, Ron Hoz

Research output: Contribution to journalArticlepeer-review

3 Scopus citations


This article proposes a model of teachers’ conceptual change that is based on the interrelationship between conception and practice, and uses reflective processes. The model is based on a school project that aimed to change teachers’ conceptions regarding their role in the learning processes of their students. The project involved reflective learning groups that dealt with dialectical analysis of alternative preconceptions. A specific example of how science and math head teachers developed a ‘new’ concept of assessment is provided.

Original languageEnglish
Pages (from-to)423-433
Number of pages11
JournalEducational Action Research
Issue number3
StatePublished - 1 Jan 1997

ASJC Scopus subject areas

  • Education


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