umu.sePublications
Change search
CiteExportLink to record
Permanent link

Direct link
Cite
Citation style
  • apa
  • ieee
  • modern-language-association-8th-edition
  • vancouver
  • Other style
More styles
Language
  • de-DE
  • en-GB
  • en-US
  • fi-FI
  • nn-NO
  • nn-NB
  • sv-SE
  • Other locale
More languages
Output format
  • html
  • text
  • asciidoc
  • rtf
Collegial learning – an opportunity for educational development of entrepreneurial learning?
Umeå University, Faculty of Social Sciences, Department of applied educational science.
Umeå University, Faculty of Social Sciences, Department of Education.
Umeå University, Faculty of Social Sciences, Department of Education.
2018 (English)In: NERA 2018: Abstract book: Educational Research: Boundaries, Breaches and Bridges, Research Council of Norway, 2018, p. 562-562Conference paper, Oral presentation with published abstract (Refereed)
Abstract [en]

Research topic/aim Entrepreneurship in a school setting, and what is called entrepreneurial learning, has been problematized over the last twenty years and also implemented in various ways and with varying success in both the Nordic and other European countries' school systems. In many ways, the introduction of the concept has been linked to school development and teachers' professional development (Sagar, 2013) and various forms of in-service training have contributed to this. Different kinds of mentoring processes to enhance teachers’ collective learning and professional development have become more and more common as in-service training, for example Teacher Learning Communities. In this paper we use the concept collegial learning for those different methods aimed at teachers together and under supervision creating knowledge for development. However, and surprisingly, collegial learning does not seem to be discussed or studied as a method for developing teachers’ knowledge about entrepreneurial learning in school. The purpose of this study is to investigate and discuss collegial learning as a strategy for teachers’ in-service training and knowledge development and especially, as a strategy for understanding and developing entrepreneurial learning in schools.  Theoretical framework The study is based on several theoretical approaches and research, especially theories of collegial learning (Langelotz 2017), leadership (Ruskovaara & Pihkala, 2015) and entrepreneurial learning (Jones & Iredale, 2010). Methodology/research design The study is based on two part-studies. In the first part-study, four questionnaires have been continuously sent out and answered by mentors who lead teacher groups in collegial learning. In the second part-study, observations of teaching and interviews with mentors at an elementary K-9 school have been conducted. Common to both sub-studies is that the educators receive training and guidance in managing these processes. Expected conclusions/findings Preliminary results of these studies show that supervisors face structural barriers and interpersonal challenges. Teachers' experience exchanges prove to lead to both adaptation and development of the tasks they have to solve together. An adaptive learning leads to more routine and reproductive action, while development-oriented learning involves discovering and testing new action options. In terms of educational development towards increased entrepreneurial learning, the preliminary results show that adaptive learning is counterproductive. In order to meet changes in the surrounding world and promote entrepreneurial learning and diversity, different ways of action and reasoning are needed, which according to research should benefit from a development-oriented approach.

Place, publisher, year, edition, pages
Research Council of Norway, 2018. p. 562-562
National Category
Pedagogy
Identifiers
URN: urn:nbn:se:umu:diva-148126OAI: oai:DiVA.org:umu-148126DiVA, id: diva2:1210639
Conference
NERA 2018 - 46th CONGRESS Educational Research: Boundaries, Breaches and Bridges, 8-10 March 2018 University of Oslo, Norway
Available from: 2018-05-29 Created: 2018-05-29 Last updated: 2018-06-09Bibliographically approved

Open Access in DiVA

No full text in DiVA

Other links

URL

Authority records BETA

Svedberg, GudrunFalk Lundqvist, ÅsaLeffler, Eva

Search in DiVA

By author/editor
Svedberg, GudrunFalk Lundqvist, ÅsaLeffler, Eva
By organisation
Department of applied educational scienceDepartment of Education
Pedagogy

Search outside of DiVA

GoogleGoogle Scholar

urn-nbn

Altmetric score

urn-nbn
Total: 92 hits
CiteExportLink to record
Permanent link

Direct link
Cite
Citation style
  • apa
  • ieee
  • modern-language-association-8th-edition
  • vancouver
  • Other style
More styles
Language
  • de-DE
  • en-GB
  • en-US
  • fi-FI
  • nn-NO
  • nn-NB
  • sv-SE
  • Other locale
More languages
Output format
  • html
  • text
  • asciidoc
  • rtf