Democracy, Work and Humanisation: Dedicated to Werner Fricke for his contribution to action research

Streck, Danilo R.; Sobottka, Emil Albert; Pålshaugen, Øyvind; Ennals, Richard; Pfeiffer, Sabine

doi:10.3224/ijar.v13i2.01

“…Sentralt i denne teoritradisjonen er troen på arbeidsfellesskapets innovative kraft (Gustavsen, Qvale, Sørensen, Midtbø & Engelstad, 2010). Dette representerer en kollektivisme, dokumentert gjennom forsøk, fra de klassiske gruvestudiene etter krigen (Trist, Higgin, Murray & Pollock, 1963), til forsøk i moderne forskningsprogrammer i Norges forskningsråd, som Bedriftsutvikling 2000 og Verdiskaping 2010 (Gustavsen, Finne & Oscarsson, 2001). En vesentlig erfaring fra denne teoritradisjonen er behovet for en bevisst organisering av utviklingsarbeidet i tråd med den daglige driften, den såkalte utviklingsorganisasjonen.…”

Section: Ressursperspektivet På Arbeidsfellesskapetunclassified

Aksjonsforskning – ansats til en historisk systematikk

Eikeland¹

2020

Aksjonsforskning I Norge, Volum 2: Grunnlagstenkning, Forskerroller Og Bidrag Til Endring I Ulike Kontekster

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The following text attempts, without pretending completeness, to analyze approaches to action research based on where and how they position themselves socially, on how they work, and on their actual basic distinctions. The result is a tentative typology presented roughly historically, which cuts through the many labels typical of current action research. Different approaches are useful, each for different purposes. Still, most circle consciously or subconsciously around some form of “practice” which works as a standard of measurement or quality criterion. The conclusion is that there is a certain sine qua non in the field of action research, i.e. a form “toward which, ways of doing things tend to evolve from a wide variety of starting points”.

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“…Sentralt i denne teoritradisjonen er troen på arbeidsfellesskapets innovative kraft (Gustavsen, Qvale, Sørensen, Midtbø & Engelstad, 2010). Dette representerer en kollektivisme, dokumentert gjennom forsøk, fra de klassiske gruvestudiene etter krigen (Trist, Higgin, Murray & Pollock, 1963), til forsøk i moderne forskningsprogrammer i Norges forskningsråd, som Bedriftsutvikling 2000 og Verdiskaping 2010 (Gustavsen, Finne & Oscarsson, 2001). En vesentlig erfaring fra denne teoritradisjonen er behovet for en bevisst organisering av utviklingsarbeidet i tråd med den daglige driften, den såkalte utviklingsorganisasjonen.…”

Section: Ressursperspektivet På Arbeidsfellesskapetunclassified

Lærerutdannerens rolle i skolebasert kompetanseutvikling. Hvordan bidra til profesjonalisering innenfra?

Vasseljen¹,

Postholm²

2020

Aksjonsforskning I Norge, Volum 2: Grunnlagstenkning, Forskerroller Og Bidrag Til Endring I Ulike Kontekster

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In this article, we focus on the teacher educator’s role in school-based competence development by asking: How can the teacher educator contribute to professionalization from within? The term “professionalization from within” describes how teachers and school leaders should be complementing governmental development strategies by actively pursuing local school development, managing norms and standards, and developing a local, professional knowledge base. The article presents a study based on data from a four-year action research project at a Norwegian primary school where Lesson Study (LS) was put into use as a vehicle for school-based competence development. Through the research question “How did teacher educators contribute to professionalization from within?” and the use of open coding in the constant comparative analysis method (Strauss & Corbin, 1998), three main categories were developed: emotional support, organizational support and process support. “Emotional support” shows teacher educators empowering the practitioners as owners of the development work, appreciating their knowledge and work, inviting them to cogenerative learning and challenging them in supportive ways. “Organizational support” shows teacher educators cooperating with school leaders to establish predictable but flexible structures and leadership for holistic school-based competence development. “Process support” shows research and process-oriented teacher educators contributing to the development of collective research and development skills and strengthening the learning and development processes by introducing LS and other process tools and by combining internal knowledge, research and external knowledge. Mirrordata, collective analysis, theorization and meta-communication are key elements in all three categories.

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“…Sentralt i denne teoritradisjonen er troen på arbeidsfellesskapets innovative kraft (Gustavsen, Qvale, Sørensen, Midtbø & Engelstad, 2010). Dette representerer en kollektivisme, dokumentert gjennom forsøk, fra de klassiske gruvestudiene etter krigen (Trist, Higgin, Murray & Pollock, 1963), til forsøk i moderne forskningsprogrammer i Norges forskningsråd, som Bedriftsutvikling 2000 og Verdiskaping 2010 (Gustavsen, Finne & Oscarsson, 2001). En vesentlig erfaring fra denne teoritradisjonen er behovet for en bevisst organisering av utviklingsarbeidet i tråd med den daglige driften, den såkalte utviklingsorganisasjonen.…”

Section: Ressursperspektivet På Arbeidsfellesskapetunclassified

Om å lære i lag – en modell for kollektiv videreutdanning

Amble¹,

Johansen²

2020

Aksjonsforskning I Norge, Volum 2: Grunnlagstenkning, Forskerroller Og Bidrag Til Endring I Ulike Kontekster

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This article describes an action research project in which a collective model for further education was developed and tested in practice at four workplaces in four municipalities, in the municipal health and care service. The research project lasted three years and was funded by the Norwegian Research Council’s FINNUT program. The model developed connected employee-driven innovation work, based on broad participation, and a study section where the employees formalized their new competence in employee-driven innovation and as organizational learning. The article further describes how researchers and employees in these workplaces organized and carried out such processes. 82 employees participated, 74 completed, 37 of these took the exam, 15 credits (ECTS) at Bc level, and of these again 15 employees took 15 ECTS at master’s level. The four workplaces developed, tested and implemented 18 innovations. The model is an example of how workplaces can drive innovation and competence development together in a way that strengthens the working environment and good work, and at the same time functions as new competence formalized in the education system. In this sense, work has become further education and furher education has become work: the classroom and the teachers have moved out into the workplace. A model of collective lifelong learning.

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Democracy, Work and Humanisation: Dedicated to Werner Fricke for his contribution to action research

Cited by 4 publications

References 0 publications

Aksjonsforskning – ansats til en historisk systematikk

Aksjonsforskning – ansats til en historisk systematikk

Lærerutdannerens rolle i skolebasert kompetanseutvikling. Hvordan bidra til profesjonalisering innenfra?

Om å lære i lag – en modell for kollektiv videreutdanning

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