The appropriation of new teaching and educational intervention practices in the schools: reflections on an integrating theoretical framework

This article describes the approach a group of researchers took to improve understanding of the process used by school personnel to appropriate new pedagogical and educational practices. The many problems schools face in maintaining specific programs or in translating a ministerial plan into concrete and sustainable actions are examples of the need to better understand this appropriation process, whose ultimate goal is mastery and the sustainable integration of new practices into the action mode and the attitude of the school stakeholder. The approach we suggest aims to develop a theoretical framework that integrates the four broad dimensions of change and the different time phases essential to the acquisition of new practices. This article retraces the steps of our team approach, which should lead to the construction and validation of such a framework.