**2.1. Method**

twenty-first century, (c) teachers should change the public K–12 education by creating disruptive innovation in pedagogy, and (d) teacher education should play an important role in

Several terms, such as leaders or change agents, have been used to describe teachers who take initiative and change their teaching practices. When the term leadership is applied to schools, it most often refers to teachers who accept additional formal roles, such as mentoring new teachers or leading team meetings [1, 2]. Another frequently used term, teachers as change agents, represents teachers who influence others in the organization through their actions [3]. I present a new term, *teachers as hackers*, to describe the actions of teachers in the K–12 public system who reform and act innovatively in their practice without such formalized leadership

The term hacker often suggests someone who seeks and exploits weaknesses in a computer system or network. During the past decades, the term has had meanings both negative referring to criminal activity—and positive, in the sense of using playful cleverness to achieve a goal. In other words, "hacking is simply taking something—like an object or idea—and changing it to fit one's own need," ([4], p. 1). Along with the positive meanings comes the term *hacker culture*, which combines excellence, playfulness, cleverness, and exploration in

In this positive context, teachers' innovative behavior that has the power to reform the public education system can be described as hacking schools. Hackers tend to find weaknesses, create solutions using existing resources, and collaborate with others. They are passionate professionals, enjoying what they do [6]. Thus, this notion of hacking can relate to teachers who continually look for ways to reach their pedagogical goals and act accordingly, and are

This chapter discusses a qualitative research aimed at examining the characteristics and conditions under which teachers hack their classroom pedagogy to create disruptive innovation in the public education system, [7] and emphasizes the study's implications for teacher education. The study's recommendations can help policymakers and higher education leaders transform teacher education programs to better prepare teachers to reform the twenty-first

Teacher education has become a central concern nationally and internationally as many countries pay increased attention to teacher quality and preparation [8–11]. In the context of this chapter, *teacher education* refers to the teacher preparation that occurs before teachers enter the workforce. This may include traditional four-year college preparation, as well as alternative programs inside or outside higher education institutions. It can be a program for novices or for career changers. Being innovative in teaching regards introducing new practices or methods of teaching, assessment, or communication. The innovation usually includes risk-taking and entrepreneurship on the teachers' part, meaning it is innovative for the teachers individually or in their environment. The goal of the research discussed in this chapter was to obtain a comprehensive understanding of the experience of public school teachers who act innovatively in their classrooms and broaden understanding of innovative teachers in public schools [7]. Abundant material in

preparing teachers to lead the educational revolution.

102 Contemporary Pedagogies in Teacher Education and Development

or administrative role.

performed activities [5].

playful and passionate about their work.

century public school system.

Answering the research questions required understanding of the complex experience of innovative teachers that qualitative research methods provide. Questionnaires were used as a preinterview screening for participation criteria and to obtain background information prior to the interviews regarding participants' higher education, professional experience, teaching certifications, and current work. However, semi-structured interviews were the main data collection tool. A university internal review board approved all research procedures, including consent forms, questionnaires, and interview questions.

The study participants were eight public school teachers from Massachusetts who met all selection criteria, including more than 1 year experience in the profession and working in the classroom at the time of the study. Most significantly, all participants met the criterion for demonstrated pedagogic innovation. They had explored new ways to teach or incorporate nontraditional methods such as innovative class design, project-based learning (PBL), new assessment tools, interdisciplinary perspective, or technology integration into their teaching. These innovative actions and pedagogical explorations were individual efforts and not part of a broader reform. For the final criterion, all participants perceived the experience as successful. The sample was diverse, with participant teachers from a variety of school environments, subjects, professional backgrounds, ages, and years of teaching experience.

The interviews took place in the participants' workplace (schools), lasted 60–90 minutes each, and were audio recorded. Following the interviews and the transcription process, I uploaded the data to NVivo software to support data analysis. Adaptive grounded theory inspired the analysis, and I approached the data with no prior coding or categories and with an open mind regarding potential findings. I coded each transcript and added codes as needed. I read each transcription several times, immersed in the data, then coded, re-coded and arranged the codes in thematic groups. For example, I grouped codes regarding time, space, and support under the theme, *resources*. Further, I conducted progressive analyses such as text searches, matrix coding, and word frequency using the software to look for additional findings.

#### **2.2. Results and discussion**

The results showed recurring notions connected to teachers as hackers, their professional identities, the ways they act, and their common characteristics. **Figure 1** lists the skills and habits of teachers who act as hackers identified in the findings.

feelings and beliefs regarding the role of education in society, these teachers cared about issues at the heart of the educational debate, such as common core or testing, and the ways they expressed concern demonstrated their emotional investment. For example, one participant showed emotional investment, saying, "It was this factory-model thing driving me nuts." They also tended to be involved in issues outside the classroom, such as the role of education in social justice issues such as education for underprivileged kids, race, and gender. In his book, *The Element,* Robinson wrote about how finding passion changes everything [15]. The concept applies to teachers. Preparation programs should help students find their passion and purpose, devoting time and effort for them to identify and understand what they care about—from sustaining good writing skills or special education to social justice and

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The teacher-preparation process should encourage future teachers to deal with philosophical questions and critical thinking regarding the role of public education in society [16]. Programs should encourage students to form their individual identity as educators and answer questions such as, *Why am I a teacher?* This process need not conclude at the end of the program; it is a beginning, familiarizing students to a habit of thinking about higher goals. Teachers who care deeply about education will be more motivated to choose public systems, change it from

The findings indicated that participants frequently raised issues related to motivation—motivation to enter the profession and motivation to act innovatively and hack their pedagogy.

In the study, four participants' first profession was teaching and four were career changers. A 23-year-old teacher explained he entered the profession because his teachers had influenced his life: "I became a teacher to make these kids feel like they are successful in something; to make them feel like they're loved. And they want to be better people." Other reasons participants gave for their career choice included the influence of parents and experiences from other educational settings such as summer camps. All four participants who had changed careers to enter teaching described a time in their lives when they realized teaching would allow them to feel more meaningful or more satisfied. For example, a participant who had been an engineer unhappy with that work realized the part he most enjoyed was training oth-

Participants also emphasized their motivation to act innovatively. One teacher described it as "wanting to be at the cutting edge and then always wanting to be doing something different and interesting that's going to push my thinking." In addition, participants shared that a reflective process regarding their educational goals—and even failure to reach those goals—

The hacker profile contemplates the desired profile of teachers accepted into teacher education programs and later to public schools. The application for teacher education programs

*I have an innate desire to compete and be the best at the thing I am trying to do.*

ers—and then realized teaching children might be a better fit for him.

was a source of motivation to explore new paths.

environmental issues.

within, and stay in the profession.

*2.2.2. Motivation and background*

**Figure 1.** Skills and habits of teachers who hack.

Teachers who hack had personal traits and habits such as reflection and risk-taking and used their diverse backgrounds to influence their practices. They were highly motivated to improve their teaching processes. Unsatisfied with being "just" good teachers, teachers who hack were driven to explore new ways of practice. In this process of exploration and improvement, they took risks and wisely used the resources around them to reach their goals. They reflected on their accomplishments, accepted failure as part of the improvement process, and acknowledged the endless possibilities technology offers when it comes to changing their pedagogy.

Teachers who hack were willing to act in uncertainty and accept that there are many possible answers to the question of how education should be conducted in the twenty-first century. They were driven to share their new pedagogy with others inside and outside their schools, even when they faced challenges doing so. They appreciated the support of administration, the organizational culture of collaboration, and the importance of available resources such as time, technology, and space.

The study findings have meaningful implications for teacher education. Awareness of the habits of teachers who hack identified in the study can help designers of teacher-education programs reframe and modify curriculum and structure choices to promote opportunities for future teachers to hack their pedagogy. Thus, based on the mental habits and concrete practices of teachers who hack, I established guiding elements and recommendations to address questions and dilemmas regarding teacher education programs and integrated these recommendations in the following discussion.

#### *2.2.1. Idealism and passion*

*I want to help people integrate technology. I feel passionate about it, like I want the kids to have these experiences.*

Teachers who hack their pedagogy were passionate, idealistic, and opinionated. They loved the profession. As a veteran teacher participant acknowledged, "The longer I've been here, the longer I love it. It's not going down; my love for it is increasing, my desire." With strong feelings and beliefs regarding the role of education in society, these teachers cared about issues at the heart of the educational debate, such as common core or testing, and the ways they expressed concern demonstrated their emotional investment. For example, one participant showed emotional investment, saying, "It was this factory-model thing driving me nuts." They also tended to be involved in issues outside the classroom, such as the role of education in social justice issues such as education for underprivileged kids, race, and gender.

In his book, *The Element,* Robinson wrote about how finding passion changes everything [15]. The concept applies to teachers. Preparation programs should help students find their passion and purpose, devoting time and effort for them to identify and understand what they care about—from sustaining good writing skills or special education to social justice and environmental issues.

The teacher-preparation process should encourage future teachers to deal with philosophical questions and critical thinking regarding the role of public education in society [16]. Programs should encourage students to form their individual identity as educators and answer questions such as, *Why am I a teacher?* This process need not conclude at the end of the program; it is a beginning, familiarizing students to a habit of thinking about higher goals. Teachers who care deeply about education will be more motivated to choose public systems, change it from within, and stay in the profession.

## *2.2.2. Motivation and background*

Teachers who hack had personal traits and habits such as reflection and risk-taking and used their diverse backgrounds to influence their practices. They were highly motivated to improve their teaching processes. Unsatisfied with being "just" good teachers, teachers who hack were driven to explore new ways of practice. In this process of exploration and improvement, they took risks and wisely used the resources around them to reach their goals. They reflected on their accomplishments, accepted failure as part of the improvement process, and acknowledged the endless possibilities technology offers when it comes to changing their pedagogy. Teachers who hack were willing to act in uncertainty and accept that there are many possible answers to the question of how education should be conducted in the twenty-first century. They were driven to share their new pedagogy with others inside and outside their schools, even when they faced challenges doing so. They appreciated the support of administration, the organizational culture of collaboration, and the importance of available resources such as

The study findings have meaningful implications for teacher education. Awareness of the habits of teachers who hack identified in the study can help designers of teacher-education programs reframe and modify curriculum and structure choices to promote opportunities for future teachers to hack their pedagogy. Thus, based on the mental habits and concrete practices of teachers who hack, I established guiding elements and recommendations to address questions and dilemmas regarding teacher education programs and integrated these recom-

*I want to help people integrate technology. I feel passionate about it, like I want the kids to have these* 

Teachers who hack their pedagogy were passionate, idealistic, and opinionated. They loved the profession. As a veteran teacher participant acknowledged, "The longer I've been here, the longer I love it. It's not going down; my love for it is increasing, my desire." With strong

time, technology, and space.

**Figure 1.** Skills and habits of teachers who hack.

104 Contemporary Pedagogies in Teacher Education and Development

*2.2.1. Idealism and passion*

*experiences.*

mendations in the following discussion.

#### *I have an innate desire to compete and be the best at the thing I am trying to do.*

The findings indicated that participants frequently raised issues related to motivation—motivation to enter the profession and motivation to act innovatively and hack their pedagogy.

In the study, four participants' first profession was teaching and four were career changers. A 23-year-old teacher explained he entered the profession because his teachers had influenced his life: "I became a teacher to make these kids feel like they are successful in something; to make them feel like they're loved. And they want to be better people." Other reasons participants gave for their career choice included the influence of parents and experiences from other educational settings such as summer camps. All four participants who had changed careers to enter teaching described a time in their lives when they realized teaching would allow them to feel more meaningful or more satisfied. For example, a participant who had been an engineer unhappy with that work realized the part he most enjoyed was training others—and then realized teaching children might be a better fit for him.

Participants also emphasized their motivation to act innovatively. One teacher described it as "wanting to be at the cutting edge and then always wanting to be doing something different and interesting that's going to push my thinking." In addition, participants shared that a reflective process regarding their educational goals—and even failure to reach those goals was a source of motivation to explore new paths.

The hacker profile contemplates the desired profile of teachers accepted into teacher education programs and later to public schools. The application for teacher education programs should identify candidates with personal traits and life experiences that can help them become hackers: individuals who demonstrate passion for education and motivation for social justice causes, who define themselves as creative and thinking outside the box, who have experience learning in nontraditional schools or with technology, and so on. Schools of education should broaden the spectrum of applicants and encourage candidates with diverse background to contribute their unique perspectives and skills to the teaching force. This recommendation aligns with the goal of U.S. public schools to diversify faculty by all means [17–19].

elementary school art teacher shared her interdisciplinary teaching, integrating science with art projects. A second-grade teacher in an urban school used mindfulness to support learning and classroom atmosphere. These teachers invested time and effort to look at a problem, learn, and explore new ways to approach their teaching. One participant explained, "I really believe in not doing the same thing twice. So, this lesson we didn't do last year, and I probably won't do it for another couple of years if I do it again—but there's definitely a hundred things I will change about it." Another participant added the issue of providing twenty-first century skills, saying when students memorize something, "that's not education. That was education

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1839, when our industrial revolution started. But it wasn't—it's not—education now."

students.

looking at teacher education programs.

*2.2.4. Field-based work*

Such scenes of experimenting with new pedagogies and technology, however, are less common in higher education classrooms than in K–12 schools. Many programs for teacher education are still steeped in traditional methodology, which designates mandatory courses and electives in structured pathways that do not reflect the vision for twenty-first century schools. Instead, programs should incorporate more of the new ways of teaching that already exist in the K–12 system. These new methods allow student teachers to own their learning though independent studies and to experience as a student what it means to learn in a dynamic environment [25]. For example, students develop new skill sets while working on a project with other team members. They learn the benefits and limitations of PBL, behaviors to help coach and support students, communication skills, and other lessons such as dealing with conflict and failure [26]. Without such individual experiences, teachers who will teach using PBL will lack comprehensive understanding and, later in their careers, have a harder time leading their

Another example is blended-learning or hybrid courses. Programs should use technology to expose student teachers to various ways of teaching using the opportunities technology provides. Students participating in a blended-learning course will gain a much better sense of what is important, the structure of this teaching method, and ways to use opportunities to overcome the challenges inherent in online teaching. Updating teaching and program structure to mirror better what happens in schools will help student teachers face the obstacles. As Darling-Hammond and Bransford expressed, teachers who grew up learning traditionally

Among other priorities, participants stressed the importance of pedagogy that is relevant and connected to real life. They created learning experiences that encourage students to relate what they learned in real-life settings and designed opportunities to get away from the school and connect with experts in authentic work environments. The same should apply when

Most (*n* = 6) participants stressed the importance of being in the field and interacting with students and teachers early in the training process, and 45% of their comments regarding teacher education connected to being in the field. Three teachers described their fieldwork as the most meaningful part of their teacher-development training. One stated, "The most valuable, adaptive moments—my ability to adapt—came from working with kids. You can't help kids until

and then were trained traditionally are still capable of changing their mindsets [27].

Another focus should be on career changers who enter teaching after starting their professional lives in another occupation. My study supports previous findings that showed the personal qualities and attributes career changers bring to the profession are likely to improve the quality of teaching and student learning. For example, Williams and Forgasz supported recruiting career changers in Australia because these teachers bring attributes such as maturity, life experience, work knowledge, skills from other professions and industries, and high levels of motivation that supplement those school leaders bring to teaching [20]. Teacher education programs should continue to create opportunities for career changers to enter teaching and consider what they need in their pre- and in-service training.

Study participants who had changed careers to teach stated it took them time to realize that some skills they acquired at other settings were relevant in schools. Previous research also indicated that teachers who enter the profession with a broader understanding of the goals of public education or a love of children perform better at their jobs [21]. Even first-career teachers participating in the study commonly referred to their previous educational experiences such as summer camps or volunteering. Jarvis perceived the individual as a "whole person made up of the mind and the body [who] comes to a learning situation with a history, a biography that interacts in individual ways with the experience that generates the nature of learning," ([22], p. 101). From the perspective of adult-learning theories, individuals reflect mostly on the highly structured learning that occurs in classrooms or workshops but also have much to share about learning in informal settings. Teacher preparation programs should design strategies to allow students to bring their unique perspectives, habits, and skills from previous experiences into the conversation.

#### *2.2.3. Teacher education pedagogy*

*It's good for students to see adults grappling with problems like that…As a kid, I thought teachers just knew everything.*

Relatively new terms such as *online learning*, *blended–hybrid*, and *web-facilitated* environments have become part of the education jargon [23]. Teachers are expected to work and teach with new pedagogies such as project-based learning (PBL), self-directed projects, paper-free classes, and blended-learning teaching. The new pedagogies emphasize the importance of real-life learning, an interdisciplinary approach, and the use of technological tools to promote deep learning [24].

Study participants detailed the pedagogical hacking they initiated in their classrooms. A high school social studies teacher transformed her classes to be flipped and paperless. An elementary school art teacher shared her interdisciplinary teaching, integrating science with art projects. A second-grade teacher in an urban school used mindfulness to support learning and classroom atmosphere. These teachers invested time and effort to look at a problem, learn, and explore new ways to approach their teaching. One participant explained, "I really believe in not doing the same thing twice. So, this lesson we didn't do last year, and I probably won't do it for another couple of years if I do it again—but there's definitely a hundred things I will change about it." Another participant added the issue of providing twenty-first century skills, saying when students memorize something, "that's not education. That was education 1839, when our industrial revolution started. But it wasn't—it's not—education now."

Such scenes of experimenting with new pedagogies and technology, however, are less common in higher education classrooms than in K–12 schools. Many programs for teacher education are still steeped in traditional methodology, which designates mandatory courses and electives in structured pathways that do not reflect the vision for twenty-first century schools. Instead, programs should incorporate more of the new ways of teaching that already exist in the K–12 system. These new methods allow student teachers to own their learning though independent studies and to experience as a student what it means to learn in a dynamic environment [25]. For example, students develop new skill sets while working on a project with other team members. They learn the benefits and limitations of PBL, behaviors to help coach and support students, communication skills, and other lessons such as dealing with conflict and failure [26]. Without such individual experiences, teachers who will teach using PBL will lack comprehensive understanding and, later in their careers, have a harder time leading their students.

Another example is blended-learning or hybrid courses. Programs should use technology to expose student teachers to various ways of teaching using the opportunities technology provides. Students participating in a blended-learning course will gain a much better sense of what is important, the structure of this teaching method, and ways to use opportunities to overcome the challenges inherent in online teaching. Updating teaching and program structure to mirror better what happens in schools will help student teachers face the obstacles. As Darling-Hammond and Bransford expressed, teachers who grew up learning traditionally and then were trained traditionally are still capable of changing their mindsets [27].

Among other priorities, participants stressed the importance of pedagogy that is relevant and connected to real life. They created learning experiences that encourage students to relate what they learned in real-life settings and designed opportunities to get away from the school and connect with experts in authentic work environments. The same should apply when looking at teacher education programs.
