Back to schooling: Challenging implicit routines and change

Malka Gorodetsky, Judith Barak

Research output: Contribution to journalArticlepeer-review

12 Scopus citations


Engestrom and others have suggested that major barriers towards school change are rooted in the hidden, implicit aspects of daily school life that are taken for granted. These constitute the school's taken-for-granted routines, which mold teachers' affordances and constraints within the school, without their awareness. The present paper provides insight into the processes that afford the exposure of taken-for-granted school behavior and the emergence of alternative pedagogical context. It portrays the nature of a participative edge community that serves as a fertile ground for the initiation of such processes, and analyzes the change in the tools-boundary objects-that were instrumental in the emergence of teachers' professional development. This process of schooling conveys the intertwining nature of school change and professional development as complementary processes that form an inseparable duality.

Original languageEnglish
Pages (from-to)585-600
Number of pages16
JournalProfessional Development in Education
Issue number4
StatePublished - 1 Dec 2009

ASJC Scopus subject areas

  • Education


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