- Researching how and what teachers learn from innovating their own educational practices: the ins and outs of a high-quality design
- QSE. International Journal of Qualitative Studies in Education
- Volume | Issue number
- 27 | 2
- Pages (from-to)
- Document type
- Faculty of Social and Behavioural Sciences (FMG)
- Research Institute of Child Development and Education (RICDE)
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.
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