用社会和认知网络分析来理解教师的变革能动性

IF 2.5 2区教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH

Journal of Educational Change Pub Date : 2021-01-27 DOI:10.1007/s10833-021-09413-7

N. Pantić, Sarah Galey, L. Florian, Srécko Joksimovíc, G. Viry, D. Gašević, Helén Knutes Nyqvist, Krystallia Kyritsi

引用次数: 19

摘要

本文章由计算机程序翻译，如有差异，请以英文原文为准。

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Making sense of teacher agency for change with social and epistemic network analysis

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来源期刊

Journal of Educational Change EDUCATION & EDUCATIONAL RESEARCH-

CiteScore

5.80

自引率

7.10%

发文量

期刊介绍： The Journal of Educational Change is an international, professionally refereed, state-of-the-art scholarly journal, reflecting the most important ideas and evidence of educational change. The journal brings together some of the most influential thinkers and writers as well as emerging scholars on educational change. It deals with issues like educational innovation, reform and restructuring, school improvement and effectiveness, culture-building, inspection, school-review, and change management. It examines why some people resist change and what their resistance means. It looks at how men and women, older teachers and younger teachers, students, parents and others experience change differently. It looks at the positive aspects of change but does not hesitate to raise uncomfortable questions about many aspects of educational change either. It looks critically and controversially at the social, economic, cultural and political forces that are driving educational change. The Journal of Educational Change welcomes and supports contributions from a range of disciplines, including history, psychology, political science, sociology, anthropology, philosophy and administrative and organizational theory, and from a broad spectrum of methodologies including quantitative and qualitative approaches, documentary study, action research and conceptual development. School leaders, system administrators, teacher leaders, consultants, facilitators, educational researchers, staff developers and change agents of all kinds will find this journal an indispensable resource for guiding them to both classic and cutting-edge understandings of educational change. No other journal provides such comprehensive coverage of the field of educational change.