Making pedagogical reforms work in classrooms

Strengthening Pedagogical Approaches for Relevant Knowledge and Skills

加强相关知识和技能的教学方法

Since the 1990s, repeated waves of national reform and large investments to improve education systems worldwide have expanded access and raised ambitions for learning, however, classroom practice often remains unchanged (Schweisfurth 2013; Tabulawa 2013).

自 20 世纪 90 年代以来，一波又一波的国家改革浪潮和为改善全球教育系统而进行的大量投资扩大了教育机会并提高了学习的雄心，然而，课堂实践往往保持不变（Schweisfurth 2013；Tabulawa 2013）。

Drawing on research from Egypt, India, and Mexico, this synthesis report explores why teaching practice often remains unchanged despite reform efforts, and argues that transforming classroom practice requires more than well-intentioned and well-designed national education reforms.

这份综合报告借鉴了埃及、印度和墨西哥的研究，探讨了为什么尽管进行了改革努力，教学实践却往往保持不变，并认为改变课堂实践需要的不仅仅是善意和精心设计的国家教育改革。

True transformation requires understanding and working with the Invisible Pedagogical Mindsets (IPMs) that shape classroom practice, namely the ways that cultural contexts, education ecosystems, and teachers’ preferred learning theories interact with the proposed reforms to influence what teachers regard as good teaching and what they do in their classrooms.

真正的转型需要理解并运用塑造课堂实践的隐形教学思维（IPM），即文化背景、教育生态系统和教师偏好的学习理论与拟议改革相互作用的方式，以影响教师认为良好的教学以及他们在课堂上所做的事情。

Building on research about policy-practice gaps, teacher sensemaking, and learner-centered reform (Coburn 2001; Datnow et al.

以有关政策与实践差距、教师意义建构和以学习者为中心的改革的研究为基础（Coburn 2001；Datnow 等人，2001）。

2025; Schweisfurth 2013), this report organizes these insights into a practical framework and tests it against evidence from the three country cases.

2025； Schweisfurth 2013），本报告将这些见解整理成一个实用框架，并根据三个国家案例的证据对其进行测试。

Using collaborative mixed-methods research conducted by Research Policy Collaboratives in each country, the evidence shows three recurring themes.

使用研究政策合作组织在每个国家进行的协作混合方法研究，证据显示了三个反复出现的主题。

First, culture shapes how reforms are understood.

首先，文化决定了人们如何理解改革。

Teachers widely support aims such as inclusion, holistic development, and community connection, but they also feel responsible for authority, discipline, and character formation.

教师广泛支持包容性、全面发展和社区联系等目标，但他们也对权威、纪律和品格形成负有责任。

Reforms that call for more student autonomy and horizontal relationships must be translated into these cultural terms if they are to be credible.

要求更多学生自主和横向关系的改革如果要可信，就必须转化为这些文化术语。

Second, ecosystem contradictions undermine reform.

其次，生态系统矛盾阻碍改革。

Policies that call for active, competency-based learning coexist with assessments that reward recall, rushed or disconnected professional development programs, heavy administrative loads, and weak support from middle-tier actors.

要求积极、基于能力的学习的政策与奖励回忆的评估、仓促或脱节的专业发展计划、繁重的管理负担以及中层参与者的支持薄弱并存。

Third, teachers’ preferred learning theories reveal sophisticated professional judgment.

第三，教师偏爱的学习理论揭示了复杂的专业判断。

Most teachers already blend transmission and construction of knowledge.

大多数教师已经将知识的传播和建构融为一体。

Reforms that present “traditional” and “student-centered” approaches as a binary create unnecessary tension.

将“传统”和“以学生为中心”的方法作为二元呈现的改革会造成不必要的紧张。

Across the three countries, teachers emerge not as barriers to reform but as frontline interpreters who work at the intersection of culture, ecosystem constraints, and learning theories.

在这三个国家中，教师并不是改革的障碍，而是在文化、生态系统限制和学习理论的交叉点上工作的一线解释者。

When reforms ignore these IPMs, they remain symbolic and are often translated back into familiar practices.

当改革忽视这些综合治理措施时，它们仍然具有象征意义，并且常常被转化为熟悉的实践。

When reforms are designed with IPMs in mind, change becomes both more feasible and more durable (Ferreyra et al.

当改革在设计时考虑到综合综合治理，变革就会变得更加可行和持久（Ferreyra 等人，2017）。

2026; Moustafa et al.

2026；穆斯塔法等人。

2026; Ravindranath et al.

2026；拉文德拉纳特等人。

2026).

2026）。

For policymakers, system leaders, and development partners, this has three main implications.

对于政策制定者、系统领导者和发展伙伴来说，这具有三个主要影响。

Taken together, these steps can help move reforms from policy documents into everyday teaching and learning.

总的来说，这些步骤可以帮助将改革从政策文件转移到日常教学中。