Exploring the Dynamics of Changing Teaching

This paper examines the use of two theoretical models to analyse the complex process of changing teaching practice. The models were considered complementary in forming a theoretical framework. Analysis of one teacher's change, from the second cycle of a designbased research project for an onsite collaborative professional learning program, provides the context for the study. The findings suggest that social dynamics between the researcher and teacher, and aspects of the institutional dimension were critical influences on opportunities to learn and change practice.