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The collegial learning model as an intervention for teacher professionalism
Uppsala universitet.
Umeå University, Faculty of Social Sciences, Department of applied educational science, Umeå Centre for Evaluation Research (UCER).
2019 (English)In: NERA abstract book: Symposium: External school development programs and teacher professionalism. Governing, supporting or trivializing teachers’ work?, 2019Conference paper, Oral presentation with published abstract (Refereed)
Abstract [en]

In 2011, the Swedish National Agency for Education (NAE) coined the term “collegial learning”(“kollegialt lärande”) to describe their new model for teachers’ professional development (henceforthtermed “the collegial learning model”). The report introducing the concept argued that the idea wassupported in research, such as Timperley et al. (2007) and Cordingley et al. (2005), although none of thecited texts used the term ”collegial learning” or discussed the proposed model. In this sense, the modelis a specific Swedish phenomenon, but with links to an international movement emphasizing teachercollaboration. The model has since its introduction been used in a range of national competencedevelopment programs, the largest being the Mathematics Boost (“Matematiklyftet”) and the LiteracyBoost (“Läslyftet), reaching at least 37 000 and 33 000 teachers, respectively, up until 2018.

The collegial learning model is not the first model for professional development introduced by the NAE.As has been outlined by Kirsten and Wermke (2017), the NAE has over time organized programs for“school development”, “development dialogues” and “local developers” to enhance local schooldevelopment. Thus, the idea of collegial learning may be seen as yet another attempt to steer andsupport teachers’ work by balancing external ideas and local influence.

In this study, we argue that it is necessary to understand an intervention, such as the collegial learningmodel, as a problematizing activity. As Bacchi (2009) states, policy interventions are productive in thesense that their problem representations and solutions construct actors, objects and relations in specificways. Thus, professional development programs formulate ideals that schools are evaluated against.Based on this approach, we investigate the underlying assumptions that problem representations andsolutions are based on, through an analysis of the grey literature regarding the introduction of thecollegial learning model in the Mathematics Boost.

Preliminary findings indicate that the texts introducing the collegial learning model are characterized bydetailed descriptions of deficits in teaching practice, as well as clear ideas of how teaching should beimproved. This legitimates the introduction of a professional development model that governs local workprocesses, professional development content, and classroom activities to an extent previously unknownin NAE competence development efforts. We argue that this unusually strong connection to teachingpractice makes the model an especially interesting case for investigating competence development asreframing of teacher professionalism.

Place, publisher, year, edition, pages
2019.
National Category
Pedagogy Political Science
Identifiers
URN: urn:nbn:se:umu:diva-166354OAI: oai:DiVA.org:umu-166354DiVA, id: diva2:1378809
Conference
Nordic Conference on Educational Research, (NERA), Uppsala, Sweden, Mars 6-8, 2019
Available from: 2019-12-14 Created: 2019-12-14 Last updated: 2019-12-16Bibliographically approved

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Carlbaum, Sara

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