Pedagogic challenges in the learning organization

Abstract

Purpose – The purpose of this paper is to further clarify a conceptual understanding of pedagogic challenges in the learning organization and to propose a model for pedagogic interventions to facilitate organizational learning and managing tacit knowledge. Design/methodology/approach – The “organization pedagogic” approach includes analysis of, and interventions in, learning processes in local school organizations' quality development. The empirical study focuses particularly on identified contradictions and challenges regarding organizational learning. Through a multi-case study design, 39 in-depth interviews with head teachers and teachers were carried out. A qualitative thematic analysis was conducted. Findings – Observed obstacles regarding collective learning processes in the local school organizations mirrored underlying contradictions. These contradictions manifest as dilemmas concerning inconsistent and implicit quality analyses and assessments, as conflicting views regarding collaboration and interpretations of teacher’s role and as paradoxical views on managing processes regarding quality work. Originality/value – A conclusion is that dilemmas and paradoxes, more than conflicting views, are difficult to conceptualize and make explicit to create shared knowledge. This means that contradictions remain as underlying tensions in the organization and decrease the potential of both team learning and organizational learning. Therefore, a pedagogic intervention loop model is suggested, aiming at facilitating ongoing collective learning processes and managing tacit knowledge.

Academic developers as brokers of change: insights from a research project on change practice and agency

“…Given the challenges outlined above, and the fact that troublesome situations may arise when informal collegial and formal line management models overlap, this paper postulates that perhaps a new model of practice for academic development may be needed in order to shift the focus from identifying the individual as a recipient of training to one where academic development is more focused on context-based change practice for groups of teachers and leaders (Debowski, 2014). In such a model, the focus might instead be on working groups at the departmental level of knowledge-intensive organizations, so that by taking that focus the value and importance of people in clusters or working groups as the bearers of practices in higher education can be acknowledged (Mårtensson, Roxå, & Stensaker, 2014;Ohlsson, 2014;Trowler, Saunders, & Bamber, 2012). This would see academic developers working specifically with groups of teachers and leaders over time in context-bound development work, as a way of building communities, creating capacity, and enabling brokering and knowledge mobilization across organizations (Clavert et al, 2015).…”

Early Childhood Educators’ Perceptions of Parent–child Relationships: A Qualitative Study

“…Building on existing implicit knowledge through the reflection of beliefs, values and practices, sharing of narratives, integration of theories and interpreting the combination of implicit and explicit knowledge into practice may deepen educators' understanding and knowledge and provide them with resources they require to support parent-child relationships (Ohlsson, 2014;Shannon, Smith & Dana, 2016). Research relating to educator learning indicates that educators' knowledge acquisition may benefit from integrating multiple sources of knowledge, such as existing knowledge, pre-service education, practical exposure to and understanding of their children and their families, and ongoing professional development (Pitsoe & Maila, 2012).…”

Future Challenges for School Leaders in Implementing the Concept of Learning Organizations in Malaysian Schools: Experts’ Opinions

“…In addition, school leaders should also be able to manage changes during the transformation process [7,13]. Throughout the transformation process, school leaders also have been entrusted with the responsibility to ensure that leadership and learning in schools is transformed to reflect a new paradigm [2] which provides the space and opportunity for teachers' individual professional understandings and aspirations to be acknowledged and built on [11]. Therefore, becoming a leader in a learning organization is an agonizing task.…”