Introducing Change

The teachers' transition to distance-teaching was a type of change that they were asked to make or made on their own initiative. Researchers studying change processes have indicated that team work and cooperation between teachers are one of the most important sources for successful change (Fullan & Steigelbauer, 1991; Fuchs & Hertz-Lazarovitch, 1992; Fullan, 1993). Soter (1993) claims that the lack of a supportive environment, in which it is possible to experience and implement the change or a supportive environment that applies the desired change is one of the reasons for non-internalisation and lack of acceptance and performance of innovations.

First, in order to succeed in the implementation of change, the change should be perceived as a necessary action (Fullan, 1990; 2001). Fuchs notes that the change process is usually vague and painful causing a sense of lack of control in a situation where the individual's fate is controlled by others. Over time the individuals involved undergo change, gaining confidence and changing their view of the change. Change should be performed gradually and not simultaneously in multiple factors (Wickstrom, 2003). Long-term effects that are created gradually and usually in an imperceptible manner are more stable and resistant to attempts to change them than short-term effects (Salomon, 2000).

Understanding the difficulties involved in introducing change may provide a response to the difficulty of introducing technology into the education system; integrating the computer in teaching and learning, and the transition to distance-teaching and change in the role that the teacher-educator needs to undergo. Strike & Posner (1983) indicate that the process of cognitive change involves both rational (cognitive) and irrational factors. In their theory of

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conceptual discourse theory they focus on four conditions, which in their opinion enable successful change of significant perceptions and transition from existing beliefs to new beliefs:

Dissatisfaction with existing beliefs, since these beliefs do not function properly;

The appearance of a new intelligible notion that appears logical in the individual's view and encourages the individual to begin to investigate it and to consider accepting it instead of the belief that functions defectively;
Plausibility: a new perception should be able to compete against the

existing perception with which it contends, meaning it should have the potential to solve problems connected with other established beliefs.

Fruitfulness – a new notion must be 'a productive tool of thought' and to suggest new directions for research.

These conditions are part of a complex environmental system that contains a network of factors (cognitive, affective, motivational etc.) that influence the individual's perceptions and willingness to change.

In any change process it is possible to identify a number of characteristics. Recognising these characteristics, understanding their implications for the process and for the participants in the process and accepting them may facilitate the introduction of the change (Fuchs, 1995). A change process is dynamic, it is consistent and cyclic, it moves in cycles: from application, operation, creativity and enthusiasm to pressure, a sense of suffocation and insecurity. A change process takes place in three areas: cognitive, emotional and behavioural, meaning: in this process what people think, feel and do with regard to the process are significant. The change process is complex and multidimensional. This complexity engenders uncertainty for the organisational aspect of the change process and may cause confusion, a sense of vagueness and lack of orientation among those participating in the process (Allen, 1992).

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Many researchers (Hall & Hord, 1987; Fullan, 2001; Eraut, 1995) have explained that the penetration of change processes involves the teachers' thinking and action, the teachers' self-understanding, the system's understanding of the teachers' world and the teachers' professional development.

Jackson (1992) drew a distinction between a professional change and teachers' professional development. He asserts that each teacher changes with time (just like any other person) but not every change is a change that testifies to development, and certainly not to professional development. Jackson suggests four ways to help teachers to develop professionally:

The 'way of know-how', guidance and advice to improve their teaching methods

Improvement of work conditions,

'Way of independence'. Increasing the teachers' autonomy in areas connected with their work.

'Way of role accommodation'. Reducing the psychological pressure stemming from the difficult demands of teaching work. Deepening understanding, seeing things beyond ordinary vision, broadening horizons.

Fullan (1990; 2001) indicates that change in education systems acts on three dimensions: change in materials and contents, change in approaches and teaching methods and changes in beliefs and attitudes. The easiest and most prevalent but also the most superficial is the change in materials and contents, in contrast the change that is most painful is the change in attitudes and beliefs since it demands change from within. He adds that true change represents serious personal and collective experiences characterised by vagueness, yet when change succeeds it gives a sense of control, achievement and personal growth.

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Fullan, 2001, Mitchell, 1994 and Eylon & Bango, 1997 asserted that it is impossible to force teachers educational institutions to undergo a true change from outside, with a 'top-down' approach, and that the success of a process that introduces changes into an educational system depends on the performers themselves, i.e. the teachers. In order to create a true change a continuous interaction must take place between changes in perceptions and changes in attitudes, beliefs and behaviours.

To summarise: the introduction of change is a complex process constructed in stages and involving different options. It stems from various motives and is composed of different elements. Not all changes lead to professional development.