Teachers' learning experiences in relation to their ownership, sense-making and agency

Evelien Ketelaar*, Maaike Koopman, Perry J. Den Brok, Douwe Beijaard, Els Boshuizen

*Corresponding author for this work

    Research output: Contribution to journalArticleAcademicpeer-review


    The aim of this study was to gain understanding of how teachers familiarise themselves with a new pedagogy during their everyday practice, in this case the implementation of the coaching role in vocational education. For this purpose, 11 teachers reported their learning experiences in a digital log. An identity perspective was used as a lens to reflect and interpret these learning experiences. More specifically, it was looked at the extent to which teachers expressed ownership in their learning experiences with this new pedagogy, the ways they made sense of their learning experiences, and the extent to which they expressed agency in their learning experiences. On the basis of their initial positioning in terms of their ownership, sense-making and agency, these teachers were divided into an engaged and a reserved group. Differences were found in the learning experiences both between and within these groups. The digital logs of the engaged teachers showed more ownership than those of the reserved group and their sense-making was more active and explicit. Agency was present in the digital logs of both groups. Within the two groups, differences were found, particularly between teachers in the reserved group.
    Original languageEnglish
    Pages (from-to)314-337
    Number of pages24
    JournalTeachers and Teaching: Theory and Practice
    Issue number3
    Early online date18 Oct 2013
    Publication statusPublished - 2014


    • teachers
    • learning experiences
    • ownership
    • sense-making
    • agency
    • coaching


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