Understanding educational change : Agency-structure dynamics in a novel design and making environment

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dc.contributor.author Kumpulainen, Kristiina
dc.contributor.author Kajamaa, Anu
dc.contributor.author Rajala, Antti
dc.date.accessioned 2018-08-02T07:57:01Z
dc.date.available 2018-08-02T07:57:01Z
dc.date.issued 2018-06-29
dc.identifier.citation Kumpulainen , K , Kajamaa , A & Rajala , A 2018 , ' Understanding educational change : Agency-structure dynamics in a novel design and making environment ' , Digital education review , vol. 2018 , no. 33 , pp. 26-38 . < http://revistes.ub.edu/index.php/der/article/view/21633 >
dc.identifier.other PURE: 107026607
dc.identifier.other PURE UUID: 8e6c62fa-316e-40ed-aff3-7ff186f08ecf
dc.identifier.other WOS: 000437493300003
dc.identifier.other Scopus: 85049351517
dc.identifier.other ORCID: /0000-0002-6397-545X/work/47219009
dc.identifier.other ORCID: /0000-0001-8212-6325/work/47219479
dc.identifier.other ORCID: /0000-0002-0721-0348/work/48611947
dc.identifier.uri http://hdl.handle.net/10138/237444
dc.description.abstract This study investigates agency-structure dynamics in students and teachers' social activity in a novel design and making environment in the context of the Finnish school system, which has recently undergone major curricular reform. Understanding that agency is an important mediator of educational change, we ask the following questions: How are agency-structure dynamics manifested in the social activity of students and their teachers in a novel design and making environment? How do agency-structure dynamics create possibilities and obstacles for educational change? The data comprise 65 hours of video recordings and field notes of the social activity of students aged 9-12 years old (N = 94) and their teachers collected over a period of one semester. Our study shows how the introduction of the novel learning environment created a boundary space in which traditional teacher-centered activity patterns interacted and came into tension with student-centered modes of teaching and learning. Our study reveals three distinctive agency-structure dynamics that illuminate how the agentive actions of both teachers and students stabilized existing teacher-centered practices and, at other, times ruptured and broke away from existing patterns, thus giving rise to possibilities for educational change. en
dc.format.extent 13
dc.language.iso eng
dc.relation.ispartof Digital education review
dc.rights cc_by_nc_nd
dc.rights.uri info:eu-repo/semantics/openAccess
dc.subject agency
dc.subject structure
dc.subject school
dc.subject making and design environments
dc.subject educational change
dc.subject SCIENCE
dc.subject REFORM
dc.subject CURRICULUM
dc.subject CLASSROOMS
dc.subject KNOWLEDGE
dc.subject 516 Educational sciences
dc.title Understanding educational change : Agency-structure dynamics in a novel design and making environment en
dc.type Article
dc.contributor.organization Department of Education
dc.contributor.organization Learning, Culture & Interventions (LECI)
dc.description.reviewstatus Peer reviewed
dc.relation.issn 2013-9144
dc.rights.accesslevel openAccess
dc.type.version publishedVersion
dc.relation.funder SUOMEN AKATEMIA
dc.identifier.url http://revistes.ub.edu/index.php/der/article/view/21633

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