ABSTRACT To ensure improved educational outcomes for children and young people, it is essential that teachers adapt and change their teaching practice in accordance with new and emerging pedagogies and techniques. Despite its importance, many teachers find changing their practice a challenge, and this study sought to determine the factors that contribute towards teacher practice change. Using a realistic evaluation design, two participants were interviewed to identify factors which facilitated or inhibited teacher practice change in a primary school. Following interviews, a theory led data analysis was conducted to explore the context, mechanisms and outcomes that impacted on teacher practice change. The analysis showed that, in this situation, collaboration, reflection and knowledge of outcomes had an impact in facilitating teacher practice change. This research has implications for educational psychologists [EPs] who may utilise these factors when attempting to implement change for children and young people.

中文翻译：

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在单个案例研究中确定影响教师实践变化的因素

摘要 为了确保改善儿童和青少年的教育成果，教师必须根据新兴的教学法和技术来调整和改变他们的教学实践。尽管它很重要，但许多教师发现改变他们的实践是一个挑战，本研究试图确定导致教师实践改变的因素。使用现实的评估设计，两名参与者接受了采访，以确定促进或抑制小学教师实践变化的因素。在访谈之后，进行了以理论为主导的数据分析，以探索影响教师实践变化的背景、机制和结果。分析表明，在这种情况下，协作，对结果的反思和了解对促进教师实践变革产生了影响。这项研究对教育心理学家 [EPs] 有影响，他们在尝试为儿童和年轻人实施变革时可能会利用这些因素。