Module 4: Change Theory & The 21st-Century Reflective Teacher

Vocabulary flashcards covering core concepts of educational change theory, Kurt Lewin's model, teacher change-agent roles, reflective practice, action research, and TPACK from Module 4.

Kurt Lewin's 3-Step Change Model

A classic framework explaining how individuals and educational organisations move from established habits to sustainable transformation through three steps: Unfreeze, Change, and Refreeze.

Unfreezing

The first phase of Kurt Lewin's model, aimed at preparing for change by destabilising current routines, building awareness of existing shortcomings, and overcoming natural human resistance to change.

Driving Forces

Motivations for growth that are identified and increased during the Unfreezing phase of Kurt Lewin's model.

Restraining Forces

Factors such as fear of failure, lack of training, or habit that hinder change and must be reduced during the Unfreezing stage.

Changing / Moving

The second phase of Kurt Lewin's model, involving the implementation of innovation by transitioning into new pedagogical approaches, adopting new mindsets, and testing alternative strategies.

Refreezing

The third phase of Kurt Lewin's model, focused on sustaining transformation by anchoring newly adopted practices into daily teaching habits, institutional policies, and school culture to prevent slipping back into old patterns.

Change Agent

A teacher who does not merely comply with top-down mandates, but actively drives meaningful, localized educational improvements.

Researcher (Role of a Teacher-Change-Agent)

The role where a teacher diagnoses classroom challenges, gathers performance data, and investigates evidence-based solutions.

Trainer / Peer Leader (Role of a Teacher-Change-Agent)

The role where a teacher shares successful methods with colleagues and leads professional development within Professional Learning Communities (PLCs).

Implementer (Role of a Teacher-Change-Agent)

The role where a teacher actively tests new instructional strategies and technology tools in real classroom settings.

Counsellor / Advocate (Role of a Teacher-Change-Agent)

The role where a teacher supports students and colleagues through transitions, addressing anxiety and promoting an inclusive learning culture.

Change Theory

The macro-/organisational framework describing how transformation occurs over time across systems or individuals (e.g., Lewin's Unfreeze-Change-Refreeze).

Reflective Practice

The micro-/personal habit of evaluating one's own teaching actions and underlying beliefs to understand why events happen (e.g., Dewey, Schön).

Action Research

The structured, empirical method where a teacher collects classroom data to solve a specific problem through systematic cycles of intervention and evaluation (e.g., Carr & Kemmis).

TPACK

Technology Integration framework requiring reflective teachers to balance Technological Knowledge (TK), Pedagogy Knowledge (PK), and Content Knowledge (CK) to enhance learning beyond novelty.