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dc.contributor.authorSteen-Olsen, Tove Herborg
dc.date.accessioned2018-02-02T09:19:08Z
dc.date.available2018-02-02T09:19:08Z
dc.date.created2012-11-19T11:23:07Z
dc.date.issued2012
dc.identifier.isbn978-3-643-90255-9
dc.identifier.urihttp://hdl.handle.net/11250/2482323
dc.description.abstractThe article discusses a completed research and development project aimed at finding ways to improve teachers’ assessment methods and develop a Norwegian school into a learning organization. The project used a bottom-up design, in which action learning based on colleague observations and systematic sharing of knowledge and reflections was employed to enhance knowledge creation and collective learning. A further important aim was to develop a sustainable practice that would persist after the researchers had left the field. The article explores the teachers’ learning experiences in a followup study two years after the departure of the researchers. The teachers’ learning is studied in the frame of agency and discursive practices, and in this respect the influence of structural and individual factors is discussed. The results indicate that the teachers gained in terms of the work related to development. However, they struggled individually when not acting collectively in their efforts to establish a learning organization.nb_NO
dc.language.isoengnb_NO
dc.publisherLIT Verlagnb_NO
dc.relation.ispartofEducation for Social Justice, Equity and Diversity
dc.titleTeacher's development of practice. A struggle for visibility, recognition and influencenb_NO
dc.typeChapternb_NO
dc.description.versionacceptedVersionnb_NO
dc.subject.nsiVDP::Pedagogiske fag: 280nb_NO
dc.subject.nsiVDP::Education: 280nb_NO
dc.source.pagenumber243-264nb_NO
dc.identifier.cristin963140
dc.description.localcodeThis chapter will not be available due to copyright restrictions (c) 2012 by LIT Verlag.nb_NO
cristin.unitcode194,67,80,0
cristin.unitnameInstitutt for lærerutdanning
cristin.ispublishedtrue
cristin.fulltextpostprint
cristin.qualitycode2


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