dc.contributor.author | Postholm, May Britt | |
dc.date.accessioned | 2021-01-20T11:29:10Z | |
dc.date.available | 2021-01-20T11:29:10Z | |
dc.date.created | 2020-07-17T15:12:18Z | |
dc.date.issued | 2020 | |
dc.identifier.citation | European Journal of Teacher Education. 2020, 1-15. | en_US |
dc.identifier.issn | 0261-9768 | |
dc.identifier.uri | https://hdl.handle.net/11250/2723887 | |
dc.description.abstract | This study focuses on two schools taking part in a school-based development project in Norway. The research was guided by the following research question: How does the start-up phase in school-based development influence learning and enduring change in school? Few studies focus on the start-up phase. The purpose of the current study is to show how this beginning of a local school development process can influence learning and enduring change.The study shows that the start-up phase most likely can influence learning and enduring change, and that teacher educators must take the needs of leaders and teachers into consideration and help them become aware of their own practice. Furthermore, teacher educators should contribute with knowledge throughout the process. At the same time they must be aware that new knowledge alone is not enough to enhance learning in school, but structure, culture and content need to be in interplay. | en_US |
dc.language.iso | eng | en_US |
dc.publisher | Taylor & Francis | en_US |
dc.rights | Attribution-NonCommercial-NoDerivatives 4.0 Internasjonal | * |
dc.rights.uri | http://creativecommons.org/licenses/by-nc-nd/4.0/deed.no | * |
dc.title | The importance of the start-up phase in school-based development for learning and enduring change | en_US |
dc.type | Peer reviewed | en_US |
dc.type | Journal article | en_US |
dc.description.version | publishedVersion | en_US |
dc.source.pagenumber | 1-15 | en_US |
dc.source.journal | European Journal of Teacher Education | en_US |
dc.identifier.doi | 10.1080/02619768.2020.1793944 | |
dc.identifier.cristin | 1819730 | |
dc.description.localcode | © 2020 The Author(s). Published by Informa UK Limited, trading as Taylor & Francis Group. This is an Open Access article distributed under the terms of the Creative Commons Attribution-NonCommercial-NoDerivatives License (http://creativecommons.org/licenses/by-nc-nd/4.0/), which permits non-commercial re-use, distribution, and reproduction in any medium, provided the original work is properly cited, and is not altered, transformed, or built upon in any way | en_US |
cristin.ispublished | true | |
cristin.fulltext | original | |
cristin.qualitycode | 2 | |