School–University Collaboration for Facilitating In-Service Teacher Training as a Part of School-Based Professional Development
Achieving equality in school–university partnerships is challenging. In this study, we examined a school–university partnership in Norway and how the partners worked together to facilitate a school-based in-service teacher training programme. For the purposes of this investigation, we used a theoret...
| Main Authors: | , |
|---|---|
| Format: | Article |
| Language: | English |
| Published: |
University of Oslo Library
2020-05-01
|
| Series: | Acta Didactica Norden |
| Subjects: | |
| Online Access: | https://journals.uio.no/adnorden/article/view/7934 |
| _version_ | 1818145178720927744 |
|---|---|
| author | Anne Berit Emstad Lise Vikan Sandvik |
| author_facet | Anne Berit Emstad Lise Vikan Sandvik |
| author_sort | Anne Berit Emstad |
| collection | DOAJ |
| description | Achieving equality in school–university partnerships is challenging. In this study, we examined a school–university partnership in Norway and how the partners worked together to facilitate a school-based in-service teacher training programme. For the purposes of this investigation, we used a theoretical framework specifically developed to explore cross-sectoral collaborations in general. Participants included 135 teachers (101 from an upper secondary school and 34 from a lower secondary school) who participated in and graduated from an on-site in-service teacher training programme on “mentoring and research and development” that awarded participants 15 ECTS credits upon completing the programme. We conclude that a relationship of trust is evident in the way the partners collaborated on developing a curriculum for the programme as well as the programme design throughout the implementation of the programme. We argue that the anchoring processes seem to be of great importance in encouraging internal commitment among the different partners involved. Next, we argue the importance of ‘boundary-spanning champions’ who negotiated and renegotiated the programme design based on close dialogues with the teachers. This was important not only for the internal commitment and trust obtained, but also for the successful design of a school-based programme based on both practice and theory.
Keywords: school–university collaboration, partnership, school-based in-service training
Tilrettelegging av skolebasert videreutdanning i partnerskapssamarbeid mellom skole og universitet
Sammendrag
Å oppnå likestilling i partnerskap mellom skole og universitet er utfordrende. I denne studien undersøkte vi et partnerskap mellom skole og universitet i Norge og hvordan samarbeidspartnerne jobbet sammen for å legge til rette for et skolebasert videreutdanningstilbud. Studien bygger på et teoretisk rammeverk som er spesielt utviklet for å utforske tverrsektorielt samarbeid. Studien inkluderte 135 lærere (101 fra en videregående skole og 34 fra en ungdomsskole) som alle deltok og tok eksamen i emnet «Veiledning og FOU», som ga deltakerne 15 studiepoeng. All undervisning var lagt til egen arbeidsplass. Vi konkluderer med at samarbeidet preges av et tillitsforhold som setter sitt preg på arbeidet med utvikling av læreplanen og gjennomføring av videreutdanningen. Vi argumenterer for at forankringsprosessene ser ut til å være av stor betydning for å oppmuntre til intern forpliktelse blant de involverte partnerne. Dernest argumenterer vi for viktigheten av «grensespennende mestere» (boundary-spanning champions) som forhandlet og reforhandlet studieplanen gjennom flere dialoger med lærerne. Dette var viktig ikke bare for den interne forpliktelsen og tilliten som ble oppnådd, men også for den vellykkede utformingen av en skolebasert videreutdanning basert på både praksis og teori.
Nøkkelord: skole–universitetssamarbeid, partnerskap, skolebasert videreutdanning |
| first_indexed | 2024-12-11T11:59:20Z |
| format | Article |
| id | doaj.art-10fb628b1365465a90c8f82748b304eb |
| institution | Directory Open Access Journal |
| issn | 2535-8219 |
| language | English |
| last_indexed | 2024-12-11T11:59:20Z |
| publishDate | 2020-05-01 |
| publisher | University of Oslo Library |
| record_format | Article |
| series | Acta Didactica Norden |
| spelling | doaj.art-10fb628b1365465a90c8f82748b304eb2022-12-22T01:08:06ZengUniversity of Oslo LibraryActa Didactica Norden2535-82192020-05-0114210.5617/adno.7934School–University Collaboration for Facilitating In-Service Teacher Training as a Part of School-Based Professional DevelopmentAnne Berit Emstad0Lise Vikan Sandvik 1Norwegian University of Science and Technology (NTNU)Norwegian University of Science and Technology (NTNU)Achieving equality in school–university partnerships is challenging. In this study, we examined a school–university partnership in Norway and how the partners worked together to facilitate a school-based in-service teacher training programme. For the purposes of this investigation, we used a theoretical framework specifically developed to explore cross-sectoral collaborations in general. Participants included 135 teachers (101 from an upper secondary school and 34 from a lower secondary school) who participated in and graduated from an on-site in-service teacher training programme on “mentoring and research and development” that awarded participants 15 ECTS credits upon completing the programme. We conclude that a relationship of trust is evident in the way the partners collaborated on developing a curriculum for the programme as well as the programme design throughout the implementation of the programme. We argue that the anchoring processes seem to be of great importance in encouraging internal commitment among the different partners involved. Next, we argue the importance of ‘boundary-spanning champions’ who negotiated and renegotiated the programme design based on close dialogues with the teachers. This was important not only for the internal commitment and trust obtained, but also for the successful design of a school-based programme based on both practice and theory. Keywords: school–university collaboration, partnership, school-based in-service training Tilrettelegging av skolebasert videreutdanning i partnerskapssamarbeid mellom skole og universitet Sammendrag Å oppnå likestilling i partnerskap mellom skole og universitet er utfordrende. I denne studien undersøkte vi et partnerskap mellom skole og universitet i Norge og hvordan samarbeidspartnerne jobbet sammen for å legge til rette for et skolebasert videreutdanningstilbud. Studien bygger på et teoretisk rammeverk som er spesielt utviklet for å utforske tverrsektorielt samarbeid. Studien inkluderte 135 lærere (101 fra en videregående skole og 34 fra en ungdomsskole) som alle deltok og tok eksamen i emnet «Veiledning og FOU», som ga deltakerne 15 studiepoeng. All undervisning var lagt til egen arbeidsplass. Vi konkluderer med at samarbeidet preges av et tillitsforhold som setter sitt preg på arbeidet med utvikling av læreplanen og gjennomføring av videreutdanningen. Vi argumenterer for at forankringsprosessene ser ut til å være av stor betydning for å oppmuntre til intern forpliktelse blant de involverte partnerne. Dernest argumenterer vi for viktigheten av «grensespennende mestere» (boundary-spanning champions) som forhandlet og reforhandlet studieplanen gjennom flere dialoger med lærerne. Dette var viktig ikke bare for den interne forpliktelsen og tilliten som ble oppnådd, men også for den vellykkede utformingen av en skolebasert videreutdanning basert på både praksis og teori. Nøkkelord: skole–universitetssamarbeid, partnerskap, skolebasert videreutdanninghttps://journals.uio.no/adnorden/article/view/7934school–university collaboration, partnership, school-based in-service training |
| spellingShingle | Anne Berit Emstad Lise Vikan Sandvik School–University Collaboration for Facilitating In-Service Teacher Training as a Part of School-Based Professional Development Acta Didactica Norden school–university collaboration, partnership, school-based in-service training |
| title | School–University Collaboration for Facilitating In-Service Teacher Training as a Part of School-Based Professional Development |
| title_full | School–University Collaboration for Facilitating In-Service Teacher Training as a Part of School-Based Professional Development |
| title_fullStr | School–University Collaboration for Facilitating In-Service Teacher Training as a Part of School-Based Professional Development |
| title_full_unstemmed | School–University Collaboration for Facilitating In-Service Teacher Training as a Part of School-Based Professional Development |
| title_short | School–University Collaboration for Facilitating In-Service Teacher Training as a Part of School-Based Professional Development |
| title_sort | school university collaboration for facilitating in service teacher training as a part of school based professional development |
| topic | school–university collaboration, partnership, school-based in-service training |
| url | https://journals.uio.no/adnorden/article/view/7934 |
| work_keys_str_mv | AT anneberitemstad schooluniversitycollaborationforfacilitatinginserviceteachertrainingasapartofschoolbasedprofessionaldevelopment AT lisevikansandvik schooluniversitycollaborationforfacilitatinginserviceteachertrainingasapartofschoolbasedprofessionaldevelopment |