Helping Preschool Teachers Adopt Innovative Pedagogy

Over the course of the year, teachers are often exposed to professional development sessions that introduce them to new ideas. Although these sessions might inspire them to try something new in their classroom practice, implementing new teaching strategies can often be more difficult than teachers anticipate.

In my experience, new pedagogical approaches are more likely to be adopted by teachers when they are given regular guidance and support throughout the school year. It becomes paramount for school leaders to understand that professional development does not end in a workshop. What really helps teachers adopt a new pedagogical approach or strategy is to offer ongoing support after the professional development session where teachers try, adjust, and gradually incorporate the new approach or practices to their teaching. 

4 stages to support innovative teaching

In my experience, if we want pedagogical innovations to succeed, we need to move beyond onetime training and think in terms of a gradual, scaffolded process that supports teachers as they reflect, adapt, and grow into new practices. Just as when we’re learning how to drive or ride a bike, the learning process includes demonstration, guided practice, real-time feedback, and gradual independence.

Although I present the approach in stages, this process is generally nonlinear. Teachers may move back and forth between them as needed. They might feel confident in one area, while in others they may need scaffolding to gain confidence. Therefore, sustained spaces for dialogue and support, such as regular collaboration with peers and pedagogical leaders—including principals, instructional coaches, or mentor teachers—are essential throughout the school year.

Stage 1: Supported entry. At the beginning, teachers benefit from clear paths that help them feel sure about the steps they are following. In this stage, teachers need the following:

• Clear modeling of the practice.
• The opportunity to deconstruct the practice in small, manageable steps.
• Explicit permission to make mistakes in the process of understanding and implementing the new approach.

For example, a preschool teacher exploring project-based learning might begin with a two-week observation period during playtime, documenting children’s interests or interactions. These observations may then be shared with a pedagogical leader who will guide the teacher in designing the follow-up actions to create a more comprehensive plan. This kind of guidance reduces feelings of overwhelm and builds confidence.

Stage 2: Protected time to experiment. Once teachers begin trying new practices, they need time to experiment where they are sure they will not be judged but guided, just like the first time riding a bicycle. They also need the following:

• A shared focus, such as when the team of teachers agree to try the same strategies across classrooms for two weeks.
• Opportunities for enriching exchange with peers and pedagogical leaders. Regular meetings for teachers can allow them to share their experiences and challenges.
• Ongoing feedback sessions with pedagogical leaders providing encouragement and improvement ideas. In a weekly meeting, the pedagogical leader might highlight what is working, what needs improvement, and how to do it, and suggest one small step forward.

At this stage, finding time for reflective, nonevaluative conversations with pedagogical leaders and colleagues can make the difference in helping teachers make the move. For example, as the preschool teacher continues to learn how to teach PBL, teachers might try some short inquiries with their students, inviting them to investigate a familiar topic and decide together the best path to document their findings.

Stage 3: Guided reflection and adjustment. At this stage, the focus moves from trying new practices to understanding their impact on student learning. When teachers have the chance to observe this happening, they start believing in the new approach and gain confidence in themselves as well. Teachers need the following:

• Questions that invite them to go deeper in their analysis of the learning process of the learners.
• Time and space to examine the learners’ work.
• Leadership that supports the teacher's gradual adoption of the approach.

In the PBL example, teachers and leaders can use documentation to discuss what the students actually learned, the skills they developed, and patterns of successful performance and areas of improvement. From this collaborative planning session, new strategies and ideas come up for teachers to try in the following lessons.

Stage 4: Integration into practice. At this moment, the teacher starts feeling comfortable and successful in the implementation of the approach. It becomes part of how the teacher thinks and plans the lessons, and she guides the learners in the learning process. To reach this stage, teachers need the following:

• Recognition of progress. The pedagogical leader provides constructive feedback, highlights the progress the teacher has made, and provides concrete examples of growth.
• Opportunities to make growth visible. For instance, teachers have the opportunity to share classroom experiences with colleagues, with families, or through exhibitions that highlight the learning process of the students.
• A school culture that values and supports professional learning processes.

At this stage, the new pedagogical approach begins to making learning visible. Children notice it, families notice it, teachers and school leaders notice it. All this gives teachers confidence to keep on learning, exploring and consolidating the new approach.

At this point, innovation is no longer an initiative, it is part of the school’s professional identity. Students benefit when teachers innovate with the purpose of generating more engagement and deeper and more solid content and skills development. They become more autonomous, more engaged, more responsible for their own learning. At the same time, teachers experience professional growth as they work on new strategies. This process gives them an opportunity to reflect on their practices, share with colleagues, and adjust their teaching.

Most important, the school turns into a huge research and development center where trust and support become the basis of professional growth for everyone in the learning community. Everyone is eagerly learning, all the time.