Enabling teacher-driven school-development and collaborative learning: An activity theory-based study of leadership as an overarching practice

Abstract

The current study reported here is one within a research project aimed at the identification of enabling and constraining factors in a two-year school-development project at a large secondary school in Sweden, where all teaching staff were involved in improving the quality of instruction through collaborative analyses. In this project a development group, consisting of one principal and eight lead teachers/middle leaders, played a vital role. Based on activity theory and an understanding of leadership as practice involving individuals, organization and artefacts, this study sets out to deepen the knowledge of leadership practices in locally situated, teacher-driven, school-development work. Organizational changes occurring when the development group sought to achieve a model for systematic collaborative learning are analysed, with a specific focus on the role of middle leaders. Data were collected through observations and interviews during the project’s planning phase and through subsequent interviews and continuously written self-reflections during its operational phase. Several contradictions on various levels in the activity system are identified, and it is suggested that the school’s way of organizing teacher-driven school-development work – by transforming the rules, division of labor and mediating artifacts of the activity system – enabled collaborative learning and analyses of instruction that involved all teachers at the school.

Constructing an Evaluation Model for User Experience in an Unmanned Store

“…It is required to sustain the consumers in participating in the group consumption and experience activity tours since meaningful social interactions can boost customers' experience of group tours. O'Keefe et al [31], Song and Kim [32], Camacho et al [33] and Hirsh & Segolsson [34] applied the activity theory extensively to educational activities and the evolution relationship between the individual elements of public transportations in city. Engeström [26] further explained that, the expanded learning that is based on the activity system could present four levels of contradictions as follows.…”

Teachers leading teachers – understanding middle-leaders’ role and thoughts about career in the context of a changed division of labour

“…Recognition strongly contributes to middle-leaders' sense of empowerment and satisfaction, both in the form of monetary compensation (Borchers 2009) and through appreciation shown by colleagues and the principal (see e.g. Hirsh and Segolsson 2017). Furthermore, the study by Hirsh and Segolsson (2017) showed that the changed division of labour, where middle-leaders had special responsibilities for demanding and time-consuming tasks in analyses of instruction, was crucial for the possibility to engage all teachers at the studied school in 'collaborative learning'.…”

“…Hirsh and Segolsson 2017). Furthermore, the study by Hirsh and Segolsson (2017) showed that the changed division of labour, where middle-leaders had special responsibilities for demanding and time-consuming tasks in analyses of instruction, was crucial for the possibility to engage all teachers at the studied school in 'collaborative learning'.…”

Collaborative Learning Based on Harry Potter for Learning Geometric Figures in the Subject of Mathematics

“…These have become a more common practice in recent times in the processes of teaching and learning [22], thanks to their high educational potential [23].We can define collaborative learning as learning that is carried out by two or more people [24], where-at certain times-resources are shared [25] or the different skills of the group members are required to be put into practice [26] to achieve academic achievements through interaction [27], exchanges of experience [28], or changes in roles within the group [29], as the actions of all members have an impact on the achievements of the rest [30]. The collaborative group requires mainly group projects [31], joint problem solving [32], discussions [33], and study teams [34], among others.Certain studies show that social interactions do not emerge in the moment, but require a period of time in order to develop adequately [35], in addition to prior pedagogical training by teachers [36]. However, among the drawbacks of this method is the possible lack of commitment among the members of the group [37], an aspect that must be taken into account in order to overcome it if success is to be achieved in the training process [38].The collaborative teaching method, which is positively valued by students [39,40], improves interactions and communications among students [41,42]; encourages peer communication; and increases attitude [43], motivation [44], sense of community [45,46], the resolution of activities [47], the state of mind of the student [48], and autonomy [49], actively involving them in their learning process [50].In the area of mathematics, the collaborative method is motivating for students [51], improving their attitude towards the teaching and learning process [52], as well as their competence in problem solving and study skills [53,54], although there is no evidence of improvement in students' grades [55].In addiction, the scientific production that studies collaborative learning in the field of mathematics, there are studies that have shown that this method can i...…”

“…We can define collaborative learning as learning that is carried out by two or more people [24], where-at certain times-resources are shared [25] or the different skills of the group members are required to be put into practice [26] to achieve academic achievements through interaction [27], exchanges of experience [28], or changes in roles within the group [29], as the actions of all members have an impact on the achievements of the rest [30]. The collaborative group requires mainly group projects [31], joint problem solving [32], discussions [33], and study teams [34], among others.…”