In line with this argument, and based on her study of sixteen female EL teachers’ perceptions of curriculum change in three secondary schools in the UAE, Alwan (2006) refers to four significant findings in the area of teachers’ perceptions concerning change. The first finding indicates that both beliefs and perceptions inform practice and influence decision-making with regard to the choice of teaching techniques. Thus, the classroom decisions that teachers make are based on their personal perceptions of teaching and of learning as well. Secondly, teachers’ perceptions can be affected by various teaching contextual circumstances and equally their behaviour in the classroom behaviours may be affected by the image they have of themselves. Thirdly, the way in which perceptions are investigated and the underpinnings of the investigation methodology are also major determinants in this area. To this end, it has been observed that one of the best ways to understand teachers’ perceptions is to make them reflect upon their own actions (Gatbonton, 1999; Johnson, 1999 in Alwan, 2006). Following Alwan (2006) the critical question of whether teacher training does indeed changes teacher perceptions or not, is discussed more in depth in the following section.
In the Syrian educational context specifically, Jesry (2014) has recommended the introduction of specific changes into the curricula of teacher education programmes at the Higher Institute of Languages. These are based on the findings of his study, in which he explores the process of learning to teach within the field of ELT, focusing on novice teachers in the first year of their teaching experience in private language centres in Syria. The findings of the study reveal the personal and contextual influences on teachers’ practices in the classroom, which can be categorised into ‘pre-practice’ influences and ‘in-practice’ influences. The pre-practice influences inform the personal beliefs which teachers develop during their experiences prior to starting school. Jesry (2014) explains how these beliefs, which have a direct impact on the teachers’ attitudes and practices in classroom, can be held consciously or even unconsciously. In this regard, Jesry (2014) explores how the teachers’ beliefs influence their perceptions; shape their approaches and teaching philosophies, and guide their actions in the classroom. The study also highlights how teachers’ existing beliefs act as ‘filters’ through which they interpret incidents, affecting their attitudes to change. Teachers' pre-entry beliefs, meanwhile, focus on affective, personal characteristics, such as ‘the personal attributes of their past teachers and construct beliefs based on these attributes’ (ibid, p. 71).
EL teachers’ perceptions of change, in particular, have been explored by McGrail (2005), who focuses on the introduction of technology into the EL curriculum. In his study, McGrail explores the EL teachers’ perspectives on attempts to affect change by the use of technology. McGrail draws attention to the problem wherein legislators, school board officials, and administrators can often assume that teachers will agree with their opinions, programmes, and policies. These policy-makers often attempt to change the very core of how teachers present materials without communicating with them and without consulting them concerning how to best make these changes happen. In addition, McGrail has discovered that teachers tend to develop attitudes about technology based on considerations of gains, dilemmas, and concerns regarding their own and their students’ needs. The research concludes that it is necessary to heed the perspectives of the teachers as the primary stakeholders in
the process in order to realise any effective gains in the application of computer technology in the classroom.
McGrail (2005) explores English Language art teachers' perceptions of introducing technology in the classroom in Atlanta, USA, using qualitative methodology. Adopting a similar approach to the current study, the researcher used a collective case study, in which recorded interviews, with open-ended questions, were conducted with teachers, transcribed, and analysed inductively. According to McGrail's findings, the psychological effects of change were apparent in the participants' own perceptions of themselves. Some teachers were shown to feel unqualified, expressing their need for on-going training and support in the required skills. They had been given no choice in the area of curriculum development or change and were obligated to use the new technology in their instruction, highlighting the issue of powerlessness during top-down curriculum change. Another major finding here is that teachers can perceive that their most important responsibility is to ensure that students master the curriculum material. Understanding the rationale for change, moreover, facilitates willingness for its subsequent adoption for practice, as teachers seem to be cooperative when the reasons underpinning change were known to them.
In an attempt to influence teachers’ attitudes, to help them to overcome their resistance to any kind of curricula change and to facilitate the motivation for such a change, teachers as the implementers of change were encouraged to consider the change as a need. This is especially in the following cases: i) when there is positive top-down pressure for the change (Battistich et al., 1996; 2000 & Noblit et al., 2001 in Guhn, 2009); ii) when good relationships are built among school staff or between school staff and parents, such that they are involved in decision-making (Comer, 2005 & Woodruff et al., 1998 in Guhn, 2009); and finally, iv) when competences are increased for the successful accomplishment of change (Kasapoglu, 2010). There is a widely recognised view that the success of curriculum change is dependent upon the professional development of teachers (Blenkin, Edwards & Kelly, 1997 in Ekiz, 2003). That is, as mentioned previously, where there is a close relationship between
teacher professionalism and teachers’ control over the curriculum (Helsby & McCuloch, 1996 in Ekiz, 2003).
Finally, one important aspect affecting teachers’ attitudes in curriculum design is the role of their lived experiences and realities. Guskey (2002) maintains that, ‘When teachers gain evidence, and see that a new programme or innovation works well in their classrooms, change in their attitudes and beliefs can and will follow’ (2002: p.388). That is, when teachers see evidence of improvement in the performance of their students, then this experience will probably shape their attitudes (Guskey, 2002).