ABSTRACT

Much research on educational innovations treats them as purposeful endeavours, initiated with a clear goal for improvement of practice and eventually evaluating the fidelity of their implementation as well as effectiveness. However, innovative practices in schools can have many sources and their implementation often takes a surprising and unanticipated course. In this article, we present a case study reconstructing the dynamics of an innovation that was initiated by an individual Kindergarten teacher—the introduction of an educational artefact: the kamishibai—but eventually made its way into the school as a whole. Using interviews and observations, the study demonstrates the central role of interpretative negotiation in the implementation processes of educational innovations. It disentangles the interplay of individual and collective sense-making, characteristics of the innovative artefact as well as local policy decisions. The study reveals how the meaning and the possible use of educational artefacts change and develop over time in response to changes in the organisational context.

摘要

关于教育创新的许多研究都将其视为有目的的努力，最初的目标是改善实践，并最终评估其实施的准确性和有效性。但是，学校中的创新做法可能有很多来源，并且其实施通常需要一个令人惊讶且出乎意料的过程。在本文中，我们提供了一个案例研究，该案例重构了由单个幼儿园老师发起的一项创新的动力（一种教育文物：kamishaibai的引入），但最终进入了整个学校。通过访谈和观察，该研究证明了解释性谈判在教育创新实施过程中的核心作用。它解开了个人和集体感官的相互作用，创新人工制品的特征以及地方政策决定。该研究揭示了教育文物的含义和可能的使用方式如何随着时间的推移而变化和发展，以响应组织环境的变化。