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

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

    Research output: Contribution to journalArticlepeer-review

    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
    Original languageEnglish
    Pages (from-to)273-282
    Number of pages10
    JournalTeaching and Teacher Education
    Volume28
    Issue number2
    Early online date8 Nov 2011
    DOIs
    Publication statusPublished - Feb 2012

    Keywords

    • ownership
    • sense-making
    • agency
    • educational innovation
    • coaching role

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