Is It a Challenge or a Threat? A Dual-Process Model of Teachers' Cognition and Appraisal Processes During Conceptual Change

By M. Gregoire. 2003

464 citations recorded by the source corpus.

Subfields: Developmental and Educational Psychology, Education

View Paper: https://www.semanticscholar.org/paper/5c7c1a2c009fc5a5c4f202675ab6db5ace2b15b4

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In Developmental and Educational Psychology

In Education

Citations in the corpus

Emotions about Teaching about Human-Induced Climate Change (2013, background): “Another look at teacher emotions comes from Gregoire (2003) who found that challenges to teachers’ beliefs about mathematics reforms ‘promoted greater negative affect compared with a control group whose beliefs were not challenged’ (p.”
Exploring the Construct of Pedagogical Discontentment: A Tool to Understand Science Teachers’ Openness to Reform (2011, methodology): “If so, as Gregoire (2003) describes, they may more thoroughly engage with and process the reform message.”
Reforming practice or modifying reforms?: Elementary teachers' response to the tools of reform (2007, background): “Other scholars concur (Gregoire, 2003), maintaining that although reforms may alter schools and schooling, practitioners almost always modify reforms—sometimes through ambivalence and other times through outright hostility.”
Examining the Influence of RETs on Science Teacher Beliefs and Practice (2014, background): “However, as described in the TCSR framework and by others (Gregoire, 2003), teachers’ beliefs about teaching and science are closely intertwined with other affective factors that shape the teaching they enact.”
Enhancing Students’ Engagement (2014, background): “Gregoire (2003) has theorized that such conceptual change is difficult to achieve and depends on the extent to which teachers perceive professional development as a challenge or a threat to their efficacy.”
“Pluto Has Been a Planet My Whole Life!” Emotions, Attitudes, and Conceptual Change in Elementary Students’ Learning about Pluto’s Reclassification (2013, methodology): “According to Gregoire (2003), emotional responses occur prior to processing the message and “as part of the appraisal process, serve as additional information for individuals as they interact with a complex, stressful message” (p. 168).”
Classroom Culture, Mathematics Culture, and the Failures of Reform: The Need for a Collective View of Culture (2012, background): “When a person’s beliefs are supported by a sense of positive self-efficacy but his or her beliefs are challenged, it is easier to ignore or explain away the challenge rather than directly confront the challenge (Chinn & Brewer, 1993; Gregoire, 2003).”
Unifying cognition, emotion, and activity in language teacher professional development (2014, background): “…researchers have argued for the intrinsic interconnection between emotion and cognition in teacher development of professional identity (Bullough, 2009; Dang, 2013; Meyer, 2009; Zembylas, 2003a, 2003b, 2005), as well as conceptual change (Golombek & Johnson, 2004; Gregoire, 2003; Kubanyiova, 2012).”
The interplay of possible language teacher selves in professional development choices (2013, background): “…a professional identity as a teacher, emotions may be seen as significant catalysts driving decisions to engage in continuing teacher development (Rowe & Sikes, 1989; Zembylas, 2004), and may be either conducive or detrimental to teachers’ decisions to engage in CTD (Darby, 2008; Gregoire, 2003).”
Use of Task-Value Instructional Inductions for Facilitating Engagement and Conceptual Change. (2013, methodology): “The rationale behind the Johnson and Sinatra study was in pa rt inspired by the assumptions of Gregoire’s (2003) Cognitive-Affective Model of Conceptual Change (CAMCC), which postulated that individuals with “approach””
Sources of Self‐Efficacy: Four Professional Development Formats and Their Relationship to Self‐Efficacy and Implementation of a New Teaching Strategy (2009, background): “…were unfamiliar with in Treatment 1 may have challenged some of the teachers’ assumptions about the requirements of reading instruction, but if, as Gregoire (2003) has proposed, they did not feel personally DECEMBER 2009 implicated, they may not have engaged in the systematic processing of the…”
Introduction: Bridging the Cognitive and Sociocultural Approaches in Research on Conceptual Change: Is it Feasible? (2007, background): “…to noncognitive variables led to taking into account how cognitive (e.g., prior knowledge, processing ability) and motivational (e.g., epistemic beliefs, interest, self-efficacy) factors interact with the characteristics of a message in a particular context (Dole & Sinatra, 1998; Gregoire, 2003).”
Motivating Mathematics Learning (2011, background): “Gregoire’s (2003) cognitive-affective model of conceptual change (CAMCC) hypothesizes that efficacy helps determine whether teachers regard opportunities to change instructional practices as a challenge or a threat.”