naa a22 4500 510762964 CHVBK 20180411083146.0 cr unu---uuuuu 180411e20131001xx s 000 0 eng 10.1007/s12186-013-9098-0 doi (NATIONALLICENCE)springer-10.1007/s12186-013-9098-0 Teachers' Enactments of Workplace Conditions and Their Beliefs and Attitudes toward Reform [Elektronische Daten] [J. Imants, T. Wubbels, J. Vermunt] This study builds on two assumptions regarding agency in teachers' workplace learning. (1) While teachers enact school reform in daily school and classroom practice, they actively redefine the reform. (2) In this learning process, in which working and learning are integrated, teachers reinterpret and reinvent the workplace conditions in their school. These workplace conditions function as enabling and/or constraining environments for learning. Teachers' perception of workplace conditions in their schools and their definitions of and attitudes toward reform are regarded as more or less integrated results of and conditions for workplace learning. As such, they are expected to be related. The question in this article is if this relationship can be demonstrated. Data are collected in a comparative case study of 18 secondary school teachers in the context of the reform of students' active and self-directed learning. Results show that schools as learning environments are interpreted by teachers as complex and multidimensional, rather than dual ideal types. Teachers' definitions of and attitudes toward reform are related to their perceptions of workplace conditions in the predicted direction. Springer Science+Business Media Dordrecht, 2013 Workplace conditions for learning nationallicence Teacher workplace learning nationallicence Teacher agency nationallicence Enactment of reform nationallicence Secondary education nationallicence Imants J. Graduate School of Education, Radboud University Nijmegen, P.O. Box 9103, 6500HD, Nijmegen, The Netherlands aut Wubbels T. Faculty of Social and Behavioural Sciences, Utrecht University, Heidelberglaan 1, 3584CS, Utrecht, The Netherlands aut Vermunt J. Faculty of Education, University of Cambridge, 184 Hills Road, CB2 8PQ, Cambridge, UK aut Vocations and Learning Springer Netherlands 6/3(2013-10-01), 323-346 1874-785X 6:3<323 2013 6 12186 https://doi.org/10.1007/s12186-013-9098-0 text/html Onlinezugriff via DOI 1 research-article jats NATIONALLICENCE 856 40 https://doi.org/10.1007/s12186-013-9098-0 text/html Onlinezugriff via DOI NATIONALLICENCE 700 1- Imants J. Graduate School of Education, Radboud University Nijmegen, P.O. Box 9103, 6500HD, Nijmegen, The Netherlands aut NATIONALLICENCE 700 1- Wubbels T. Faculty of Social and Behavioural Sciences, Utrecht University, Heidelberglaan 1, 3584CS, Utrecht, The Netherlands aut NATIONALLICENCE 700 1- Vermunt J. Faculty of Education, University of Cambridge, 184 Hills Road, CB2 8PQ, Cambridge, UK aut NATIONALLICENCE 773 0- Vocations and Learning Springer Netherlands 6/3(2013-10-01), 323-346 1874-785X 6:3<323 2013 6 12186 Metadata rights reserved Springer special CC-BY-NC licence nationallicence BK010053 XK010053 XK010000 NATIONALLICENCE NATIONALLICENCE NL-springer