摘要：This article describes the approach a group of researchers took to improve
understanding of the process used by school personnel to appropriate new pedago -
gical 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.
