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  • 1.
    Fletcher, Anna
    et al.
    School of Education, Federation University Australia, Mount Helen, Australia.
    Wennergren, Ann-Christine
    Halmstad University, School of Education, Humanities and Social Science, Centrum för lärande, kultur och samhälle (CLKS).
    Uncovering missing links in collegial learning conversations2021In: Forskning og Forandring, E-ISSN 2535-5279, Vol. 4, no 1, p. 41-58Article in journal (Refereed)
    Abstract [en]

    This article is the result of an international collaboration between two academics who work closely with local schools as critical friends, each in their own PLC setting. This exploratory study aims to apply an analytical model in order to illustrate possibilities and clarify silences or missing links in collegial learning conversations. The analytical model is applied to analyse collegial learning conversations from two PLC settings, along with collegial conversations between the two researchers. The analysis was guided by three core considerations: What? Why? How? Two purposely selected transcripts of conversations with two separate PLCs, along with anecdotal notes from our conversations as research colleagues, provided the base for analysis. Findings generated by the application of the analytical model indicated that teachers’ PLC conversations were most explicit in relation to identifying what elements of practice to improve and how to improve teaching and learning, rather than articulating why change initiatives to develop professional knowledge were needed or on what basis they were chosen. In turn, this prompted the researchers to become more aware of ‘why’ considerations in their own work as researchers ©2021 Anna Fletcher & Ann-Christine Wennergren

  • 2.
    Nehez, Jaana
    et al.
    Halmstad University, School of Education, Humanities and Social Science, Centrum för lärande, kultur och samhälle (CLKS).
    Schön, Sophie
    Högskolan Kristianstad, Kristianstad, Sverige.
    Initiering av nya professioner och ny kompetens i skolan för närvarofrämjande arbete2021In: Forskning og Forandring, E-ISSN 2535-5279, Vol. 4, no 1, p. 98-120Article in journal (Refereed)
    Abstract [en]

    This article aims to generate knowledge about the introduction of new professions and additional competences in schools. The article presents a case study based on a project to promote increased student attendance in a primary school. Existing staff working with student health care and staff with additional competences were involved in the project. The research questions are: What do staff with additional competences do in the work done in a school to promote student attendance? What enables or constrains this work? Documents, field notes and interview transcripts have been analysed by using practice theory, a theoretical perspective that is lacking in previous research within the field. The results show that in a short space of time additional competences can improve the conditions for work done in a school to promote attendance by putting absenteeism issues on the agenda, contributing to new ways of working and creating reliable relationships and good communication for students and those responsible for them. At the same time, the work is constrained by such factors as unclear roles, unclear delimitations of responsibilities and territorial thinking, as well as current and previous routines in the school for dealing with problems of absenteeism. The prerequisites need to be refined and highlighted for additional competences to be integrated into the life of the school, and for equal conditions for the lifelong learning and health of students to be created.

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