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Vad händer i lärares koll… - Göteborgs universitet Till startsida
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Vad händer i lärares kollegiala samtalspraktik?

Konferensbidrag (offentliggjort, men ej förlagsutgivet)
Författare Veronica Sülau
Publicerad i Nationell konferens i pedagogiskt arbete, 19-20 augusti 2019, Umeå universitet
Publiceringsår 2019
Publicerad vid Institutionen för pedagogik och specialpedagogik
Språk en
Ämneskategorier Pedagogiskt arbete

Sammanfattning

The overall aim of the study is to create an understanding of the significance of the site in the implementation and the result of a professional development programme. Another aim is to investigate how the participants shape and form collegial learning practice, how their actions can be explained and what consequences these actions have for the individual and collegial learning. The study is designed as a case study, the case being an independent school company with four schools in four Swedish municipalities. All mathematics teachers at the four schools are participating in a national professional development program based on collegial learning, during two years. Data has been collected during three years and consists of audio recordings and observations of collegial conversations, documentation from collegial meetings and teachers' individual reflections. The theory of practice architectures (Kemmis & Grootenboer, 2008) is used as a theoretical as well as a methodological and analytical tool to study teachers' collegial learning practices, how they relate to local and national contexts and how these enable and constrain the professional development in terms of individual and collegial learning. Through the analysis, specific arrangements that shape and prefigure the professional development practice are identified, but also how this practice is shaped by the participants. The results show that the professional development practice is held in place and formed by practice architectures that are related to the school company as well as to the professional development program. The results also show that the participants in the collegial learning practices act in different ways that enable individual and collegial learning. These actions can be related to the practice architectures of the specific site where the professional development practice unfolds. Kemmis, S., & Grootenboer, P. (2008). Situating praxis in practice. I S. Kemmis & T. J. Smith (Eds.), Enabling Praxis: Challenges for Education (s. 37-62). Rotterdam: Sense Publishers.

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