How the start-up phase of development work research projects fosters school development
Bibliographic Data
| ID | 21561300 |
|---|---|
| Authors | Gro Marte Strand (0000-0001-6797-6954, Norwegian University of Science and Technology, corresponding author), May Britt Postholm (0000-0002-9997-7318, Norwegian University of Science and Technology) |
| Year | 2026 |
| Volume | 181 |
| Pages | 105669 |
| Publication date | 2026-10-01 |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | Teaching and Teacher Education (JOURNAL) |
| Journal identifiers | ISSN: 0742-051X • E-ISSN: 1879-2480 |
| Publisher | Elsevier BV (PUBLISHER) |
| DOI | 10.1016/j.tate.2026.105669 |
| OpenAlex | W7164000428 |
| Language | EN |
| References cited | 28 |
This study explored teachers' perspectives of the start-up phase of a development work research (DWR) project emphasizing the development of a joint object. Cultural-historical activity theory (CHAT) served as both methodological and theoretical framework in two Norwegian schools. The start-up phase involved lectures and intermediary tasks to raise awareness and identify teaching challenges, forming a joint object. Data were collected through focus group interviews, logbook entries, and observations. The findings provide a basis for proposing that the start-up phase can be understood as a dynamic and non-linear formative intervention space, and show that a well-structured start-up phase can strengthen teachers’ motivation and development orientation by enabling shared object formation through double stimulation and time for reflection on the process. Crucially, the process must ensure inclusive participation. The factors identified as critical are the cultivation of ownership and joint understanding, as well as a close collaboration between school leaders and researchers
Action research · Research development · Student development · Early Childhood Education and Development · Educational Assessment and Improvement · Innovative Education and Learning Practices
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| Highly cited | No |
|---|