Profiles of readiness: Using a blended framework to explore what it takes for faculty to be ready to change instructional practice

In answer to calls for research about professional change, this study addressed the question: What is involved in college science faculty readiness change instructional practice? The setting was a development experience oceanography/marine and paleoclimatology among 32 from 2- 4-year colleges. Ten of participated interviews, all provided survey responses documents used study. Cycles inductive analysis generated three example case stories illustrate new model exploring teaching. blends results health sciences on behavioral with personal, external, professional, consequence domains environment. blended attends how an instructor draws (a) see challenge as requiring intentional action be resolved; (b) notice significance (for instructor) some aspect practice; (c) feel able manage stressors/challenges; (d) have commitment initiate/sustain change; (e) perceive adequate support undertaking change. Profiles are represented by composite cases named Lee, Pat, Chris. factor drove efforts; factors were forefront; Chris it (e). valuable both sketches use touchstones future related postsecondary learning.