Teachers' meanings regarding educational practice

被引:202
作者
van den Berg, R [1 ]
机构
[1] Univ Nijmegen, Dept Educ Sci, NL-6500 HE Nijmegen, Netherlands
关键词
concerns; implementation; innovation; leadership; professional development; teachers' meanings;
D O I
10.3102/00346543072004577
中图分类号
G40 [教育学];
学科分类号
040101 ; 120403 ;
摘要
In this article, a number of scientific schools of thought and research results are reviewed and found to show the importance of identifying the existential attributions of teachers. Important points of anchor,are existential phenomenology and symbolic interactionism, the approach to organizations as emotional arenas, social-psychological theories, concerns theory, and, finally, a number of different perspectives on the professional identities of teachers. Next, those policy developments responsible for the emergence of specific existential attributions are considered. At the same time, the results of some recent studies attempting to explain the emergence of certain existential attributions are discussed: studies of the professional development of teachers, analyses of the feelings of uncertainty and concerns that occur among teachers during innovations, and research on tolerance of uncertainty among teachers during the current intensification of their jobs. Finally, redesigning the innovation process is discussed with an eye to just how the existential attributions of teachers can best be handled.
引用
收藏
页码:577 / 625
页数:49
相关论文
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