Evaluation and Research in Education
Editor: Professor Keith Morrison, Inter-University Institute of Macau
Associate Editor: Professor Stephen Gorard, University of York
Statistical Adviser: Professor Colin Baker, University of Wales Bangor
Reviews Editor: Dr. Emma Smith, University of York
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Volume: 13 Number: 2 Page: 55–75
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The Process of Innovation Adoption and Teacher Development
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Marie Yin Mei Cheung
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This paper poses a modified Rogers (1995) model for the Innovation-Decision Process for designing in-service programmes for educational innovation. The proposal emerges from a study of eight in-service
teachers struggling to implement an innovation - the process approach to teaching English writing in Hong Kong secondary schools over the course of a year. The findings appear to (1) substantiate the five
stages described in the Rogers Model - Knowledge, Persuasion, Decision, Implementation and Confirmation - and (2) reveal complexities in an Implementation Stage when it is applied in the educational context
which were not defined in the Rogers Model. The Implementation Stage is classified into four phases - Experiment, Adjustment, Mastery and Personalisation. Each phase is characterised by its own emerging
phenomena and copying strategies. These findings provide a theoretical framework and principles for designing in-service programmes to address a process for change which would deepen teaching skills as
will as the successful implementation of innovation.
© Multilingual Matters 1999
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