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

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TATE Volume 28, Number 2, ISSN 0742-051X Publisher: Elsevier Ltd

Abstract

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.

Citation

Ketelaar, E., Beijaard, D., Boshuizen, H.P.A. & Den Brok, P.J. (2012). Teachers’ positioning towards an educational innovation in the light of ownership, sense-making and agency. Teaching and Teacher Education: An International Journal of Research and Studies, 28(2), 273-282. Elsevier Ltd. Retrieved June 24, 2019 from .

This record was imported from Teaching and Teacher Education: An International Journal of Research and Studies on April 19, 2013. Teaching and Teacher Education: An International Journal of Research and Studies is a publication of Elsevier.

Full text is availabe on Science Direct: http://www.eric.ed.gov/ERICWebPortal/detail?accno=EJ950400

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