Seeing the Forest for the Trees: Teacher Sense-Making in an Independent High School

• In Event: Marriott Roundtable Session 14
  In Roundtable Session: Sense-Making and Sense-Giving: Roundtable

Abstract

This participant ethnography in an independent high school draws from sensemaking perspectives to examine the coupling processes and collective sensemaking of teachers in response to reforms under a new leadership regime. The study finds that teachers’ work identities and professional histories shape their sensemaking processes and their contributions to collective sensemaking. In addition, teachers in particular organizational locations are shown to be vulnerable to epistemic distress and ineffective sensemaking processes.

Author

• Andrew D. Hoyt, La Lumiere School