Abstract

The article is based on a follow-up study of a research and development work project with school leaders and teachers conducted in a Norwegian lower secondary school. The purpose is to present an understanding of what the practitioners find they have learned during the project and how they experience the situation with regard to development about two years after the project has ended. The study concludes that continuity in both leadership and the teaching staff means that the involved practitioners can develop an identity with a common objective over time, and that development can then be seen as improvement.

Citation

Postholm, M.B. (2011). A completed research and development work project in school: The teachers’ learning and possibilities, premises and challenges for further development. Teaching and Teacher Education: An International Journal of Research and Studies, 27(3), 560-568. Elsevier Ltd. Retrieved August 5, 2024 from https://www.learntechlib.org/p/195618/.

Keywords

• Continuous development
• Continuous learning
• distributed leadership
• phenomenology
• qualitative interviews
• Research and development work
• teachers’ learning