The representations of teachers’ role identity. A study on the “professional common sense”

The innovations introduced within a social and organizational context -the school context, in the case study discussed here- challenge the established systems of practices as well as people’s shared representations of their role and professional identity (Jensen & Wagoner, 2009; Castro & Batel, 2008). The innovations may even encourage the production of conflicting meanings (Elcheroth, Doise, & Reicher, 2011) able to facilitate or, on the other hand, hinder the expected transformations. Therefore, the study of the shared symbolic meanings may contribute to the acknowledgement of the dynamics of development of a system in terms of resistance or adhesion to change… which is a mandatory issue for the school system.