Development Teams as Translators of School Reform Ideas

Furu, Eli Moksnes; Lund, Torbjørn

doi:10.1007/978-94-6209-722-3_9

Cited by 6 publications

(5 citation statements)

References 4 publications

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“…They use their intermediate position to collect signals of the actors in the organisation where the translation is going to take place in order to be able to know how to proceed, and they build a translation identity by becoming involved with the new ideas. The advantages of an intermediate position when it comes to translation of ideas have also been stressed by Furu and Lund (2014) in a study of middle leaders in a Norwegian school reform.…”

Section: Middle Leaders For School Improvementmentioning

confidence: 98%

“…Questions emphasised are: who the translators are, where and how the translations take place, what rules guide translations, and what competences are used in translations. Furu and Lund (2014), for example, have used the theory to understand how a national reform concerning formative assessment was translated through network activities and learning into school practices by those attending the network meetings. Furthermore, Nygård and Røvik (2014) have used the theory to understand the transfer of lean processes (creating more value for customers with fewer resources) into school practices, and Rotvold et al (2014) used it to understand how national ideas of classroom management have been translated into local school practices.…”

Section: Translation Theories As a Theoretical Framementioning

confidence: 99%

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Middle leaders translating knowledge about improvement: Making change in the school and preschool organisation

et al. 2021

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This article deepens the knowledge of middle leaders’ impact on school improvement and organisation development. More precisely, it focuses on how middle leaders from comprehensive schools and preschools translated improvement strategies and tools from a municipal course on leading school improvement into their own organisations. It is based on interviews with middle leaders, teachers, and principals at two schools and two preschools. Translation theory is used as a theoretical frame. The findings show that the middle leaders translated improvement strategies based on local needs, and for several reasons: for clarification and reduction of roles and improvement areas; structuring improvement work; engaging and involving colleagues in school improvement; and developing a professional culture. When taking the role of translators, the middle leaders became central to progressing the developmental elements of local school organisations. The study recommends investing to provide middle leaders with improvement strategies and an understanding of translation theory to enable translations that aid the development of school organisations.

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Section: Middle Leaders For School Improvementmentioning

confidence: 98%

Section: Translation Theories As a Theoretical Framementioning

confidence: 99%

Middle leaders translating knowledge about improvement: Making change in the school and preschool organisation

et al. 2021

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“…When reviewing the contemporary literature on professional learning and development, the work is mostly focused on the teacher's individual competences and models of teaching (Boylan et al 2018). Nonetheless, in a study based on translation theory, Furu and Lund (2014) examined how teachers transformed knowledge obtained from dialogue conferences (as part of CPD over time) into their own practices in different ways. It appeared that informal conversations in staff rooms and at staff meetings were of great importance for determining how new ideas would be transformed.…”

Section: Literature Reviewmentioning

confidence: 99%

Practice changing practices: influences of Master’s programme practice on school practices

Rönnerman¹,

Olin²

2021

Professional Development in Education

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This article investigates how knowledge, competence and actions develop among teachers enrolled in a Master´s degree programme in action research who have an interest in changing practices in the schools in which they teach. We draw upon the insights of seven teachers who completed the programme (part-time over four years) to examine how the Master's programme as a practice, shaped and was shaped by other practices -in this case, each teacher's practice. We employ the theory of practice architectures to analyse the ways the programme enabled and constrained the teachers' developing knowledge, competencies and actions. We show how the teachers: a) developed perspectives on their own practice through studying literature, b) collaborated and engaged in dialogue with each other, c) actively inquired into their own practice. Second, we present distinctive stories, built on the ideas of past (earlier education experiences and motives for enrolling in the programme), present (the practice of the master's programme) and future (what teachers were doing after completing their master's degrees). To conclude, we claim that professional learning for teachers needs to continue over time and that important features such as structured dialogues and inquiry-based tasks are necessary to enable change in another practice.

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“…Det andre felles prosjektet er Nordisk masterprogram i aksjonsforskning som startet i 2011 og er et samarbeid mellom Göteborgs universitet og UiT. Forskerne fra Göteborg og Tromsø som utviklet programmet 3 , har i flere år arbeidet med ulike aksjonsforskningsprosjekter i sine respektive land og tok med seg sine erfaringer inn i masterprogrammet (Furu, 2007;Furu & Lund, 2014;Rönnerman, 2008;Rönnerman & Olin, 2013).…”

Section: Den Lokale Aksjonsforskningsgruppaunclassified

“…Dialogkonferansen som arbeidsform ble tatt inn i utdanningssektoren av forskerne i den lokale forskergruppa i forbindelse med prosjektet «Laere og lede i praksisfellesskap» 13 (LLIP) (Lund, 2008;Lund Rotvold, Skrøvset, Stjernstrøm & Tiller, 2010). Dialogkonferansen er videreutviklet og videreført i den nye 5-årige laererutdanningen ved UiT (Jakhelln & Rørnes, 2014;Rørnes, 2015) og i regionale og nasjonale utviklingsprosjekter (Furu & Lund, 2014).…”

Section: Felles Repertoarunclassified

Aksjonsforskning i Norge: Teoretisk og empirisk mangfold

Gjøtterud¹,

Hiim²,

Husebø³

et al. 2017

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Development Teams as Translators of School Reform Ideas

Cited by 6 publications

References 4 publications

Middle leaders translating knowledge about improvement: Making change in the school and preschool organisation

Middle leaders translating knowledge about improvement: Making change in the school and preschool organisation

Practice changing practices: influences of Master’s programme practice on school practices

Aksjonsforskning i Norge: Teoretisk og empirisk mangfold

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