The Importance of the Start-Up Phase in School-Based Development for Learning and Enduring Change

Autor/in	Postholm, May Britt
Titel	The Importance of the Start-Up Phase in School-Based Development for Learning and Enduring Change
Quelle	In: European Journal of Teacher Education, 44 (2021) 4, S.572-586 (15 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0261-9768
DOI	10.1080/02619768.2020.1793944
Schlagwörter	Program Implementation; Developmental Programs; Foreign Countries; Teacher Educators; Faculty Development; Educational Change; Secondary School Teachers; Program Evaluation; Norway + Suchen Sie Ihr Suchwort? Entwicklungsplan; Ausland; Teacher education; Education; Lehrerausbildung; Lehrerbildung; Bildungsreform; Programme evaluation; Programmevaluation; Norwegen
Abstract	This study focuses on two schools taking part in a school-based development project in Norway. The research was guided by the following research question: How does the start-up phase in school-based development influence learning and enduring change in school? Few studies focus on the start-up phase. The purpose of the current study is to show how this beginning of a local school development process can influence learning and enduring change.The study shows that the start-up phase most likely can influence learning and enduring change, and that teacher educators must take the needs of leaders and teachers into consideration and help them become aware of their own practice. Furthermore, teacher educators should contribute with knowledge throughout the process. At the same time they must be aware that new knowledge alone is not enough to enhance learning in school, but structure, culture and content need to be in interplay. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01