Collaborative environments (interaction with others and literature) can catalyze and support teachers' beliefs to reform (Briscoe and Wells, 2002: 422-423). Through interaction with other teachers, a teacher had come to realize how sharing ideas about teaching with others could help her to improve her practices (Briscoe and Wells, 2002: 423). The literature may provide an impetus for change for teachers. Moreover collaborative environment provides the needed support for teachers how to improve teaching. Collaboration also served as a resource that assists teachers in finding and establishing alternatives to the practices the teachers want to change (Briscoe and Wells, 2002: 423).
Commitment to change allows teachers to view constraints to the research process as opportunities for reflection (Briscoe and Wells, 2002: 424). Development of a personalized commitment to the need for change is a primary cognitive factor in the change process (Tobin and Jakubowski, 1989 cited by Briscoe and Wells, 2002: 424). Without such commitment, frustrations can easily lead to teachers becoming unwilling to continue the innovation (Briscoe and Wells, 2002: 424).
The research process can force teachers to examine their personal beliefs regarding the nature of science and resolve conflict among them (beliefs) and curriculum perceived (Briscoe and Wells, 2002: 427).