The importance of the start-up phase in school-based development for learning and enduring change
Bibliographic Data
| ID | 21496540 |
|---|---|
| Authors | May Britt Postholm (0000-0002-9997-7318, Norwegian University of Science and Technology, corresponding author) |
| Year | 2021 |
| Volume | 44 |
| Issue | 4 |
| Pages | 572-586 |
| Publication date | 2021-08-08 |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | European Journal of Teacher Education (JOURNAL) |
| Journal identifiers | ISSN: 0261-9768 • E-ISSN: 1469-5928 |
| Publisher | Informa UK Limited (PUBLISHER • GB) |
| DOI | 10.1080/02619768.2020.1793944 |
| OpenAlex | W3042464369 |
| Language | EN |
| Citations received | 2 |
| References cited | 35 |
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
Mathematics education · Pedagogy · Computer Science · Early Childhood Education and Development · Educational and Psychological Assessments · Innovative Education and Learning Practices · Psychology
Basics of qualitative research
Handbook of qualitative research
The New Meaning of Educational Change
A review of research on the impact of professional learning communities on teaching practice and student learning
Studies of expansive learning
The Interpretation of Cultures
Action Research
Problematizing lesson study and its impacts
The start-up phase in a research and development work project
Extending experiential learning in teacher professional development
Professional Development and Teacher Learning
Naturalistic inquiry
Qualitative inquiry and research design
| Citations per year | 0.4 |
|---|---|
| Citation span | 2021 - 2025 (5) |
| Highly cited | No |