Conceptual Innovation
Conceptual Innovation and Frames
A teacher can spend years adding methods and tools without changing how they understand teaching. Conceptual innovation is the slower track. It works on the concepts behind the methods, on the frames that decide what counts as a problem, and on the assumptions that hide inside daily action. This chapter walks through the difference between technical and conceptual learning, how concepts shape perception, what a paradigm shift looks like for a reflective practitioner, and the gap between theories-in-use and espoused theories.
Why deeper teaching comes from rethinking concepts, not from collecting more methods
How concepts decide what a teacher perceives in a situation, and the three phases of concept formation
How old concepts stretch and break to make room for new ones, and how reframing differs from innovation
The shift from teacher to student, product to process, and the three loops of learning
The gap between what teachers say they do and what their actions actually show
Last updated on • Talha