"But What if I Fail?" A Meta-Synthetic Study of the Conditions Supporting Teacher Innovation

Autor/inn/en	Holdsworth, Sally; Maynes, Nancy
Titel	"But What if I Fail?" A Meta-Synthetic Study of the Conditions Supporting Teacher Innovation
Quelle	In: Canadian Journal of Education, 40 (2017) 4, (39 Seiten)Infoseite zur Zeitschrift PDF als Volltext (1); PDF als Volltext kostenfreie Datei (2) Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1918-5979
Schlagwörter	Meta Analysis; Synthesis; Instructional Innovation; Qualitative Research; Educational Practices; Teacher Attitudes; Beliefs; Institutional Characteristics; Teacher Motivation; Performance Factors; Resilience (Psychology); School Support; Human Capital; Affective Behavior; Learner Engagement; Social Capital; Collegiality; Trust (Psychology); Leadership; Literature Reviews + Suchen Sie Ihr Suchwort? Meta-analysis; Metaanalyse; Educational Innovation; Bildungsinnovation; Qualitative Forschung; Bildungspraxis; Lehrerverhalten; Belief; Glaube; Leistungsindikator; Schulförderverein; Humankapital; Affective disturbance; Active behaviour; Affektive Störung; Sozialkapital; Kollegialität; Führung; Führungsposition
Abstract	This meta-synthesis investigates the conditions that support teacher innovation in schools. Twenty-seven articles that report on studies using a combination of qualitative and quantitative methodology were selected for this analysis. The articles were analyzed using Hargreaves's and Fullan's concept of "professional capital" as a framework, and nine emergent themes were developed. Most significant among the themes were the impact of teacher attitudes and beliefs, and the importance of school structure on how teachers initiated and sustained innovations in teaching practice. This research is limited by the ability to generalize results. This limitation is due to the variety of methodologies and sample sizes employed by studies used for the meta-synthesis. This article offers a discussion of the importance of local adaptation in supporting teachers to develop and sustain innovations that lead to positive school change. (As Provided).
Anmerkungen	Canadian Society for the Study of Education (CSSE). 260 Dalhousie Street Suite 204, Ottawa, ON K1N 7E4, Canada. Tel: 613-241-0018; Fax: 613-241-0019; e-mail: csse-scee@csse.ca; Web site: http://www.csse-scee.ca/csse/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01