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Partssamarbete med aktionsforskning för att förbättra skolledares ledarhandlingar

Rapport
Författare Ulf Blossing
Mette Liljenberg
ISBN 978-91-86857-22-6
Förlag Institutionen för pedagogik och specialpedagogik
Förlagsort Göteborg
Publiceringsår 2018
Publicerad vid Institutionen för pedagogik och specialpedagogik
Språk sv
Länkar hdl.handle.net/2077/56145
Ämnesord action research, school improvement, school leader, collaboration, school organization, improvement capacity
Ämneskategorier Pedagogik, Utbildningsvetenskap

Sammanfattning

This report documents an action research collaboration between university and schools that took place between 2012 and 2017. The aim is to describe and understand the organizing of an action research collaboration between university and schools to improve school leaders’ actions and thereby strengthen the capacity in the school organizations. The municipality of Lerum contacted the University of Gothenburg with a request for collaboration. In response to the request, a collaboration was set up that involved 40 school leaders, representing 28 pre-schools/schools. A group of ten researchers from the university participated in different parts of the collaboration. The collaboration process was documented by field notes and interviews. Major documentation was also provided by way of ‘school organization reports’ that mapped out improvement capacity and ideas for improvement drivers. Our analysis of this documentation shows that the collaboration on the action research can be described as a process in three phases: 1) The negotiation phase, 2) the action research process with the school leaders, and 3) summarizing and follow-up. The critical situations appeared in the meetings between the researchers and school leaders and concerned above all how the collaboration should promote practical support and the use of tools in the school leaders’ action research. The critical situations can be understood as an expression of the tension that can appear between the practices of two different of communities, as a result of their different understandings of what are important social and material processes. In the action research process, the school organization reports turned out to be a very important tool for the improvement of school leaders’ actions. The school organization reports provided the school leaders with an independent picture of the improvement capacity of their organization and gave them suggestions for further improvement. Thus, the school organization reports provided the practical support that the school leaders needed in order to take additional steps in their action research processes. The results draw attention to the complexities of systemic improvement while trying to understand and create practical solutions. Earlier research has found that education professionals tend to instrumentalise action research. Our findings indicate that such criticism may originate in school leaders and teachers having, in light of their different experience of their own practice, a different understanding relative to university researchers about what solutions are most appropriate. Further research is suggested that should focus on the creation of practical tools or artefacts that can support action research processes involving universities and schools.

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