Scholarlink

<p>This study investigates the transfer processes of innovations into school practice through teacher training programs in the field of literacy education, using the multiplier approach. Based on interviews with participating teachers and multipliers, an analysis using Grounded Theory Methodology shows that the transfer processes examined are largely characterized by acts of ownership. This means, for example, that participants internalize the content, identify with it, and are able to adapt it to the needs of their learning groups. Three patterns of cooperation between teachers and multipliers emerge in these acts of ownership: accompanied implementation, mediated implementation and distancing in solidarity. The patterns illustrate different strategies that are used to negotiate the demands of the concepts developed by researchers with the requirements of school practice. The study thus offers new insights into transfer processes and provides important information for their design which are presented and discussed in conclusion.</p>

错误：搜索内容不能为空，请输入英文关键词
错误：关键词超出字数限制，请精简
高级检索

„Dieses Material muss dann zu eigen gemacht werden“ – Kooperationsmuster der Aneignung im Transfer von Innovationen in der Schulpraxis aus der Sicht von Lehrkräften und Multiplikator:innen

  • 期刊论文

  • 出版模式：

    开放获取

  • 发表日期：

    2026年6月29日

查看全文
  • Cedric Lawida,
  • Sonja Sieger,
  • Henrike Terhart,
  • Yasemin Uçan,
  • Hans-Joachim Roth

摘要

This study investigates the transfer processes of innovations into school practice through teacher training programs in the field of literacy education, using the multiplier approach. Based on interviews with participating teachers and multipliers, an analysis using Grounded Theory Methodology shows that the transfer processes examined are largely characterized by acts of ownership. This means, for example, that participants internalize the content, identify with it, and are able to adapt it to the needs of their learning groups. Three patterns of cooperation between teachers and multipliers emerge in these acts of ownership: accompanied implementation, mediated implementation and distancing in solidarity. The patterns illustrate different strategies that are used to negotiate the demands of the concepts developed by researchers with the requirements of school practice. The study thus offers new insights into transfer processes and provides important information for their design which are presented and discussed in conclusion.