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Masterprogram in action research and teachers´professional development

Conference contribution
Authors Karin Rönnerman
Anette Olin
Published in Paper presented at the CARN-conference, University of Crete, Rethymnon 20-22 October, 2017
Publication year 2017
Published at Department of Education and Special Education
Language en
Keywords action research, masterprogram, practice, relevance
Subject categories Educational Sciences


This paper investigates whether a masters program in action research have implications on practical work and career positions in preschool and schools in Sweden. Four main research questions guided the study. These were: a) the master thesis utility for developing practice, b) career position after graduation, c) professional positon and task in the school after graduation, d) recognition of teachers´ scientific knowledge in practice. The study draws on interviews with five students that completed a masters program in 2015. Interviews were arranged through condensed analyses and then categorised. Three main categories were found. A: Influence on own practice B: Future career planning C: Enable and constrain in practice The conclusions are that the master thesis does not arouse any interest at the school level, neither is it asked for by the principal or colleagues. However, teachers received analytical competences and were asked to facilitate collegial learning in schools. Four teachers that were interviewed had changed career position and worked now at the university. It is clear from the data that the teachers want to work with development in the schools, not leadership per se. None of the teachers were given time for such commission in their school.

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