Fra individuel læring og simpel problemløsning til professionel læring i lærerkollektivet

  • Anne-Birgitte Nyhus Rohwedder AAU, Institut for Kultur og Læring, Danmark
  • Dorte Greve Engsig Randers Social-og Sundhedsskole, Danmark

Abstract

Denne artikel undersøger underviseres erfaring med pædagogisk ledelse i form af undervisningsobservationer og feedback. Undersøgelsens fund diskuteres i en teoretisk ramme af organisatorisk læring og Capacity Building for skoleudvikling. Artiklens data er produceret igennem et flerårigt aktionsforskningsprojekt. Projektet udspringer af organisationens ønske om at styrke skolens pædagogiske ledelse ved at forene forskning og udvikling. Projektet består af to aktionsfaser. I første fase undersøges undervisningsobservationer og feedback i et individuelt design. I anden fase integreres og undersøges undervisningsobservationer og feedback i et kollektivt design. Forskningsdesignet placerer dialogen som en central kilde til dataindsamling, udvikling og analyse. Artiklens forfattere (forsker og medforsker) har arbejdet tæt sammen om at analysere og udvikle aktionsdesign. I artiklen undersøges: Hvorvidt, og hvordan, undervisningsobservationer og ledelsesfeedback kan bidrage til Capacity Building som organisatorisk kompetence for skoleudvikling? Artiklen argumenterer for, at ledelsesobservationer og feedback til den individuelle underviser kan bidrage til individuel single loop læring i form af akut problemløsning i vanskelige undervisningssituationer. Ledelsesobservationer og feedback i et kollektivt design kan derimod stilladsere professionel læring og skabe afsæt for double loop læring og mulighed for organisatorisk Capacity Building.

English abstract

Moving from individual learning towards professional learning within collaboration

This article examines teachers’ experiences with their leaders engaging in classroom observations and feedback. The findings of the article are discussed in relation to a theoretical frame of organizational learning and Capacity Building for school development. The data in the article was obtained in a multi-year action research project. The starting point of the project was an ambition by the organization to strengthen the pedagogical leadership at the school by combining research and development. The project consists of two action phases. The first phase examines classroom observations and feedback in an individual design. The second phase examines classroom observations and feedback within collaboration of teachers. The design of the research places dialogue as a central source of data, development, and analysis. The authors of the article (researcher and co-researcher) have worked closely together in analyzing and developing the action design. The article examines: Whether, and how, observations and leadership feedback can contribute to Capacity Building as an organizational competence for school development? The article argues that managers’ observations and feedback to individual teachers may contribute to individual “single loop learning” in the sense that it results in immediate problem solving of difficult classroom situations. Observations and feedback within teachers’ collaboration on the other hand may enable professional learning and create the opportunity for “double loop learning” and organizational Capacity Building.

Usage Statistics
Total downloads:
Download data is not yet available.
Published
2020-08-28
How to Cite
Rohwedder, A.-B. N., & Engsig, D. G. (2020). Fra individuel læring og simpel problemløsning til professionel læring i lærerkollektivet. Forskning Og Forandring, 3(1), 89-111. https://doi.org/10.23865/fof.v3.2153
Section
Original Articles
Keywords
pædagogisk ledelse, Capacity Building, organisatorisk læring, pedagogical leadership, organizational learning