TY - JOUR
T1 - Researching how and what teachers learn from innovating their own educational practices: the ins and outs of a high-quality design
AU - Stam, M.
AU - Miedema, W.G.
AU - Onstenk, J.
AU - Wardekker, W.L.
AU - ten Dam, G.T.M.
PY - 2014
Y1 - 2014
N2 - This article describes experiences with a qualitative research project into teachers' learning from innovating their own educational practices. Decades of New Public Management (NPM) in the Netherlands, with its top-down and businesslike approach to areas of public interest, obscured the learning and innovating capacity of teachers, teams, and schools. Merely studying the learning processes which take place at a teacher level would present insufficient insight into the deeper mechanisms which hinder or stimulate learning from innovation in a bottom-up manner. We, therefore, focused on the relations between different layers (individual, systemic) within schools. A high-quality design was required for answering the research question: How and what do teachers learn from innovating their own educational practices? This article elaborates upon this design and discusses the methodological findings and complications of this type of research. © 2013 Taylor & Francis.
AB - This article describes experiences with a qualitative research project into teachers' learning from innovating their own educational practices. Decades of New Public Management (NPM) in the Netherlands, with its top-down and businesslike approach to areas of public interest, obscured the learning and innovating capacity of teachers, teams, and schools. Merely studying the learning processes which take place at a teacher level would present insufficient insight into the deeper mechanisms which hinder or stimulate learning from innovation in a bottom-up manner. We, therefore, focused on the relations between different layers (individual, systemic) within schools. A high-quality design was required for answering the research question: How and what do teachers learn from innovating their own educational practices? This article elaborates upon this design and discusses the methodological findings and complications of this type of research. © 2013 Taylor & Francis.
U2 - 10.1080/09518398.2012.758789
DO - 10.1080/09518398.2012.758789
M3 - Article
SN - 0951-8398
VL - 2014
SP - 251
EP - 267
JO - International Journal of Qualitative Studies in Education
JF - International Journal of Qualitative Studies in Education
IS - 27
M1 - 2
ER -