CHANGING CLASSROOM PRACTICES THROUGH TEACHER NETWORKS - MATCHING PROGRAM FEATURES WITH TEACHER CHARACTERISTICS AND CIRCUMSTANCES

Teacher networks are a recent innovation in professional development t hat are being used in California and Vermont to support state policy i nitiatives. Our analysis relies on interviews, observations, and docum ent analysis to identify how teachers' program experiences are affecte d by the fit between their backgrounds and program goals and methods. Drawing on insights from symbolic interactionist and social movements theory, we treat the teacher networks in these states as professional- area movement organizations sharing the common goal of changing instru ction in a constructivist direction. First, we describe the common goa ls of the programs in both states. Then we describe key features of th e network programs and their different policy environments. finally, w e identify how teachers' beliefs, background experiences, social influ ences, and contextual circumstances can color their program experience s and willingness to make changes in classroom instruction.