Teachers' positioning towards an educational innovation in the light of ownership, sense-making and agency

被引：138

作者：

Ketelaar, Evelien ^{[1
,2
]}

Beijaard, Douwe ^{[1
]}

Boshuizen, Henny P. A. ^{[3
]}

Den Brok, Perry J. ^{[1
]}

机构：

[1] Eindhoven Univ Technol, Eindhoven Sch Educ, NL-5600 MB Eindhoven, Netherlands

[2] Fontys Univ Appl Sci, NL-5600 AH Eindhoven, Netherlands

[3] Open Univ Netherlands, Ctr Learning Sci & Technol, NL-6401 DL Heerlen, Netherlands

来源：

TEACHING AND TEACHER EDUCATION | 2012年 / 28卷 / 02期

关键词：

Ownership; Sense-making; Agency; Educational innovation; Coaching role; PSYCHOLOGICAL OWNERSHIP; PROFESSIONAL IDENTITY; ORGANIZATIONS; EMOTIONS; CONTEXT;

D O I：

10.1016/j.tate.2011.10.004

中图分类号：

G40 [教育学];

学科分类号：

040101 ; 120403 ;

摘要：

The positioning of eleven teachers towards an innovation was studied in the light of ownership, sense-making and agency. Semi-structured and video-stimulated interviews were used for data collection. The findings show that these three concepts are useful for describing similarities and differences between teachers in terms of their positioning towards the innovation. Considerable differences were found between teachers regarding their ownership, sense-making, and agency. Exploring the relations between these concepts revealed that a high degree of agency often went together with a high degree of ownership, but seemed to be moderated by the sense-making process. (C) 2011 Elsevier Ltd. All rights reserved.

引用

页码：273 / 282

页数：10

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