NotesFAQContact Us
Search Tips
Peer reviewed Peer reviewed
Direct linkDirect link
ERIC Number: EJ1040161
Record Type: Journal
Publication Date: 2013-Oct
Pages: 24
Abstractor: As Provided
ISSN: EISSN-1874-7868
Teachers' Enactments of Workplace Conditions and Their Beliefs and Attitudes toward Reform
Imants, J.; Wubbels, T.; Vermunt, J. D.
Vocations and Learning, v6 n3 p323-346 Oct 2013
This study builds on two assumptions regarding agency in teachers' workplace learning: (1) While teachers enact school reform in daily school and classroom practice, they actively redefine the reform; (2) In this learning process, in which working and learning are integrated, teachers reinterpret and reinvent the workplace conditions in their school. These workplace conditions function as enabling and/or constraining environments for learning. Teachers' perception of workplace conditions in their schools and their definitions of and attitudes toward reform are regarded as more or less integrated results of and conditions for workplace learning. As such, they are expected to be related. The question in this article is if this relationship can be demonstrated. Data are collected in a comparative case study of 18 secondary school teachers in the context of the reform of students' active and self-directed learning. Results show that schools as learning environments are interpreted by teachers as complex and multidimensional, rather than dual ideal types. Teachers' definitions of and attitudes toward reform are related to their perceptions of workplace conditions in the predicted direction.
Springer. 233 Spring Street, New York, NY 10013. Tel: 800-777-4643; Tel: 212-460-1500; Fax: 212-348-4505; e-mail:; Web site:
Publication Type: Journal Articles; Reports - Research
Education Level: Secondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A