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

References

• Bakkenes, I., Vermunt, J. D., & Wubbels, T. (2010). Teacher learning in the context of educational innovation: Learning activities and learning outcomes of experienced teachers. Learning and Instruction, 20, 533–548.
   Web of Science ®Google Scholar
• Bakker, M.(2008). Design and evaluation of video portfolios: Reliability, generalizability, and validity of an authentic performance assessment for teachers (Unpublished Doctoral dissertation). Leiden University Graduate School of Teaching (ICLON), Leiden, the Netherlands.
   Google Scholar
• Beauchamp, C., & Thomas, L. (2009). Understanding teacher identity: An overview of issues in the literature and implications for teacher education. Cambridge Journal of Education, 39, 175–189.
   Google Scholar
• Beijaard, D., Meijer, P. C., & Verloop, N. (2004). Reconsidering research on teachers’ professional identity. Teaching and Teacher Education, 20, 107–128.
   Web of Science ®Google Scholar
• Beijaard, D., Verloop, N., & Vermunt, J. (2000). Teachers’ perceptions of professional identity: An exploratory study from a personal knowledge perspective. Teaching and Teacher Education, 16, 749–764.
   Web of Science ®Google Scholar
• Bergen, T., & Van Veen, K. (2004). Het leren van leraren in een context van onderwijsvernieuwingen: Waarom is het zo moeilijk? [Teacher learning in the context of educational innovations: Why is it so difficult?]. VELON: Tijdschrift voor Lerarenopleiders, 25, 29–39.
   Google Scholar
• Biemans, H., Nieuwenhuis, L., Poell, R., Mulder, M., & Wesselink, R. (2004). Competence-based VET in the Netherlands: Background and pitfalls. Journal of Vocational Education & Training, 56, 523–538.
   Google Scholar
• Bolhuis, S., & Voeten, M. J. M. (2001). Toward self-directed learning in secondary schools: What do teachers do? Teaching and Teacher Education, 17, 837–855.
   Web of Science ®Google Scholar
• Breiting, S. (2008). Mental ownership and participation for innovation in environmental education and education for sustainable development. In A. Reid, B. B. Jensen, J. Nikel, & V. Simovska (Eds.), Participation and learning (pp. 159–180). Dordrecht: Springer.
   Google Scholar
• Coburn, C. E. (2004). Beyond decoupling: Rethinking the relationship between the institutional environment and the classroom. Sociology of Education, 77, 211–244.
   Web of Science ®Google Scholar
• Coldron, J., & Smith, R. (1999). Active location in teachers’ construction of their professional identities. Journal of Curriculum Studies, 31, 711–726.
   Web of Science ®Google Scholar
• Day, C., Kington, A., Stobart, G., & Sammons, P. (2006). The personal and professional selves of teachers: Stable and unstable identities. British Educational Research Journal, 32, 601–616.
   Web of Science ®Google Scholar
• Day, C., Sammons, P., Stobart, G., Kington, A., & Gu, Q. (2007). Teachers matter: Connecting lives, work and effectiveness. Maidenhead: Open University Press.
   Google Scholar
• De Bruijn, E., & Leeman, Y. (2011). Authentic and self-directed learning in vocational education: Challenges to vocational educators. Teaching and Teacher Education, 27, 694–702.
   Web of Science ®Google Scholar
• Eraut, M. (2000). Non-formal learning and tacit knowledge in professional work. British Journal of Educational Psychology, 70, 113–136.
   PubMed Web of Science ®Google Scholar
• Eraut, M. (2004). Informal learning in the workplace. Studies in Continuing Education, 26, 247–273.
   Google Scholar
• Geijsel, F., & Meijers, F. (2005). Identity learning: The core process of educational change. Educational Studies, 31, 419–430.
   Web of Science ®Google Scholar
• Gess-Newsome, J., Southerland, S. A., Johnston, A., & Woodbury, S. (2003). Educational reform, personal practical theories, and dissatisfaction: The anatomy of change in college science teaching. American Educational Research Journal, 40, 731–767.
   Web of Science ®Google Scholar
• Hoekstra, A., Brekelmans, M., Beijaard, D., & Korthagen, F. (2009). Experienced teachers’ informal learning: Learning activities and changes in behavior and cognition. Teaching and Teacher Education, 25, 663–673.
   Web of Science ®Google Scholar
• Iredale, A., & Schoch, J. (2010). Coaching. In J. Avis, R. Fisher, & R. Thompson (Eds.), Teaching in lifelong learning (pp. 206–212). Maidenhead: Open University Press.
   Google Scholar
• Ketelaar, E., Beijaard, D., Boshuizen, H. P. A., & den Brok, P. J. (2012). Teachers? positioning towards an educational innovation in the light of ownership, sense-making and agency. Teaching and Teacher Education, 28, 273–282.
   Web of Science ®Google Scholar
• Ketelaar, E., den Brok, P. J., Beijaard, D., & Boshuizen, H. P. A. (2012). Teachers? perceptions of the coaching role in secondary vocational education. Journal of Vocational Education & Training, 64, 295–315.
   Google Scholar
• Klein, G., Moon, B., & Hoffman, R. R. (2006). Making sense of sensemaking 2: A macrocognitive model. Intelligent Systems, IEEE, 21, 88–92.
   Web of Science ®Google Scholar
• Lasky, S. (2005). A sociocultural approach to understanding teacher identity, agency and professional vulnerability in a context of secondary school reform. Teaching and Teacher Education, 21, 899–916.
   Web of Science ®Google Scholar
• Lipponen, L., & Kumpulainen, K. (2011). Acting as accountable authors: Creating interactional spaces for agency work in teacher education. Teaching and Teacher Education, 27, 812–819.
   Web of Science ®Google Scholar
• Luttenberg, J., Van Veen, K., & Imants, J. (2013). Looking for cohesion: The role of search for meaning in the interaction between teacher and reform. Research Papers in Education, 28, 289–308.
   Web of Science ®Google Scholar
• Marshall, B., & Drummond, M. J. (2006). How teachers engage with assessment for learning: Lessons from the classroom. Research Papers in Education, 21, 133–149.
   Web of Science ®Google Scholar
• Meirink, J. A., Meijer, P. C., & Verloop, N. (2007). A closer look at teachers’ individual learning in collaborative settings. Teachers and Teaching: Theory and Practice, 13, 145–164.
   Google Scholar
• Pierce, J. L., Kostova, T., & Dirks, K. T. (2001). Toward a theory of psychological ownership in organizations. Academy of Management Review, 26, 298–310.
   Web of Science ®Google Scholar
• Pierce, J. L., Kostova, T., & Dirks, K. T. (2003). The state of psychological ownership: Integrating and extending a century of research. Review of General Psychology, 7, 84–107.
   Web of Science ®Google Scholar
• Sachs, J. (2005). Teacher education and the development of professional identity: Learning to be a teachers. In P. Denicolo & M. Kompf (Eds.), Connecting policy and practice: Challenges for teaching and learning in schools and universities (pp. 5–21). Oxford: Routledge.
   Google Scholar
• Schmidt, M., & Datnow, A. (2005). Teachers’ sense-making about comprehensive school reform: The influence of emotions. Teaching and Teacher Education, 21, 949–965.
   Web of Science ®Google Scholar
• Spillane, J., Reiser, B., & Reimer, T. (2002). Policy implementation and cognition: Reframing and refocusing implementation research. Review of Educational Research, 72, 387–431.
   Web of Science ®Google Scholar
• Struckman, C. K., & Yammarino, F. J. (2003). Organizational change: A categorization scheme and response model with readiness factors. Research in Organizational Change and Development, 14, 1–50.
   Google Scholar
• Vähäsantanen, K., Hökkä, P., Eteläpelto, A., Rasku-Puttonen, H., & Littleton, K. (2008). Teachers’ professional identity negotiations in two different work organisations. Vocations and Learning, 1, 131–148.
   Web of Science ®Google Scholar
• Van den Berg, J., & Geurts, J. (2007). Leren van innoveren: vijf sleutels voor succes [Learning through innovation: five keys to success]. Retrieved from CINOP website: http://cinop.brengtlerentotleven.nl/smartsite.dws?id=681
   Google Scholar
• Van Eekelen, I. M., Boshuizen, H. P. A., & Vermunt, J. D. (2005). Self-regulation in higher education teacher learning. Higher Education, 50, 447–471.
   Web of Science ®Google Scholar
• Van Veen, K., & Lasky, S. (2005). Emotions as a lens to explore teacher identity and change: Different theoretical approaches. Teaching and Teacher Education, 21, 895–898.
   Web of Science ®Google Scholar
• Van Veen, K., & Sleegers, P. (2006). How does it feel? Teachers’ emotions in a context of change. Journal of Curriculum Studies, 38, 85–111.
   Web of Science ®Google Scholar
• Vermunt, J., & Verloop, N. (1999). Congruence and friction between learning and teaching. Learning and Instruction, 9, 257–280.
   Web of Science ®Google Scholar
• Wesselink, R., Biemans, H. J. A., Mulder, M., & van den Elsen, E. R. (2007). Competence-based VET as seen by Dutch researchers. European Journal of Vocational Training, 40, 38–51.
   Google Scholar
• Windschitl, M. (2002). Framing constructivism in practice as the negotiation of dilemmas: An analysis of the conceptual, pedagogical, cultural, and political challenges facing teachers. Review of Educational Research, 72, 131–175.
   Web of Science ®Google Scholar
• Yin, R. K. (2003). Case study research. Design and methods. Thousand Oaks, CA: Sage.
   Google Scholar