From the abstract on the publisher's homepage:

What does it mean for teachers to implement a new pedagogical practice that they first have to develop in the context of school development? With this research-guiding question in mind, this volume analyses the professional interpretation patterns of teachers in the PRIMUS school experiment. The work is based on a reformulated structural and school culture theoretical approach to analysis, which expands the previous theoretical framework to include professional organisational action. The theoretical perspective leads to an empirical interview study with qualitative-reconstructive evaluation methods, which initially develops three central reference problems and corresponding interpretation patterns of teachers in each of the two fields of action of pedagogical and school development action. In a second step, the findings are interpreted with regard to the two phenomena of uncertainty and convergence. In essence, the study points to the possibility of dealing with uncertainty in the collegial community, even across their divergent patterns of interpretation.