Teammøter i skolen – fra «logistikkmøter» til lærende møter?
Abstract
Temaet for artikkelen er utfordringer med å endre møtepraksis i lærerteam fra forvaltningsorienterte møter til mer kunnskapsutviklende møter. Studien er aksjonsorientert og gjennomført som et forskende partnerskap mellom en deltakende forsker og hennes kollegaer i lærerteamet. Det empiriske materialet er lydopptak av syv møter i teamet og forskerens refleksjoner over disse møtene i sin egen logg. Studien trekker veksler på teoretiske perspektiv fra profesjonsutvikling (Hargreaves, 2003), møtekulturer i organisasjonsutvikling (Roald, 2012) og begreper om ulike typer aksjonsforskning som strategi for endring. Studien viser at når lærerne selv var med på å forme møtene, førte det til et større faglig engasjement, mens det motsatte var resultatet når initiativet hovedsakelig lå hos forskeren. I tillegg viser studien at det tar tid å utvikle gode lærende møter og at etablerte samtalekulturer kan bremse farten.
English abstract
This article focuses on the challenges of changing meeting practices. The question raised is what happens when teachers’ meetings go from having administrative purposes to having knowledge building purposes. The study is a collaborative action research study in which a teacher takes on the role of researcher and works together with her colleagues with the aim of exploring changes in their meetings. The data are sound recordings from seven meetings in the teacher team and the researcher`s reflections in her own logbook. The study incorporates theoretical perspectives from research in professional development (Hargreaves, 2003) and organizational theories and development research related to meeting cultures (Roald, 2012). It also incorporates different perspectives on action research as a strategy for change. Findings from the study show that when the teachers themselves participated directly in shaping the meetings, this lead to greater professional involvement and understanding, while the opposite is the case when the initiative mainly remains with the researcher. In addition the study – not surprisingly - shows that it takes time to develop functional ‘knowledge meetings’ and that established cultures of communication may slow down this process.
Copyright (c) 2018 Margrethe Amalie Tresselt, Torbjørn Lund, Svein-Erik Andreassen
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