Developing new approaches to teaching practice in the classroom is complex, risky and demanding - but worth it, the authors argue. New teaching approaches require different 'rules' for both the teacher and the students about the 'what', 'when' and 'why' of the approach that cannot always be anticipated in advance. New approaches require teachers to try out ways of working that may result in messy responses, but in doing so there is much to learn about the nature of classroom change that can be communicated to other teachers who also seek to make changes to their practice. Learning is powerful when it is shared and when learners recognise the power of their own experiences. [Author abstract, ed]
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