Stability and Change of Mentoring Practices in a Capricious Policy Environment

Opening the “Black Box of Institutionalization”

Dados Bibliográficos

ID11366306
AutoresVirginie März (0000-0002-0079-8329, University of Amsterdam, autor correspondente), Geert Kelchtermans (0000-0002-3746-2626, KU Leuven), Xavier Dumay (0000-0002-5882-3355, UCLouvain)
Ano2016
Volume122
Fascículo3
Páginas303-336
Data de publicação2016-05-01
Peer ReviewedSim
Open AccessNão
TipoARTICLE
PeriódicoAmerican Journal of Education (JOURNAL)
Identificadores do periódicoISSN: 0195-6744 • E-ISSN: 1549-6511
EditoraUniversity of Chicago Press (PUBLISHER • US)
DOI10.1086/685846
OpenAlexW2320521414
IdiomaEN
Citações recebidas15
Referências citadas53

This article addresses how institutional logics are translated, maintained, or disrupted by actors and their (inter)actions within schools. The changing policy environment for mentoring beginning teachers in Flanders (Belgium) provides a fertile context for answering this question. Combining neoinstitutional and sensemaking lenses and analyzing the mentoring practices in one school, we investigated the role of mentors’ sensemaking in shaping responses to changes in the broader institutional environment. Based on semistructured interviews, observations, and document analyses, the study identifies how the introduction, and later withdrawal, of direct financial support for mentoring installed a new logic of mentoring as a professionalized job and how mentors creatively employed elements of this new logic in their daily interactions. The study contributes to the recent research on inhabited institutionalism by demonstrating that organizations are not only the instantiation of institutional logics, but are sites where people and groups make sense of and creatively use institutional logics

Context (archaeology · Institutional logic · Institutional theory · Institutionalisation · Institutionalism · New institutionalism · Political science · Public relations · Sensemaking · Social science · Sociology · Collaborative Teaching and Inclusion · Mentoring and Academic Development · Teacher Education and Leadership Studies