Abstract
AbstractThe context of this chapter is a long-term collaboration within a development project for decreasing differences in young children’s living conditions. The project aimed to take on this challenge through professional development about teaching and learning, as well as home-preschool collaboration, in multilingual preschool contexts. Participants were preschool teachers, preschool heads, and persons responsible for preschool education in a total of six municipalities, together with a researcher and a local region working for children’s wellbeing. In this chapter, collaboration is seen as a dialogical activity between these actors. Experiences of conditions for and contributions of mutuality in a collaboration are reflected on and discussed from a researcher’s perspective. A lesson learned involves the cruciality of practices of leading, in terms of organizing for ongoing professional development. This includes legitimizing the experiences of participating teachers and distributing leadership. These aspects are understood as adding to the ownership of participating teachers and contributing to the development of content.
Publisher
Springer International Publishing
Reference16 articles.
1. Boylan, M., Coldwell, M., Maxwell, B., & Jordan, J. (2018). Rethinking models of professional learning as tools: A conceptual analysis to inform research and practice. Professional Development in Education, 44(2), 1–20. https://doi.org/10.1080/19415257.2017.1306789
2. Grootenboer, P., Edwards-Groves, C., & Rönnerman, K. (2015). Leading practice development: Voices from the middle. Professional Development in Education, 41(3), 508–526.
3. Gustavsson, S., & Löfving, C. (2020). Att identifiera och hantera spänningsfält som handledare i förbättringsarbete. In A. Olin & Å. Hirsh (Eds.), Samverkan genom uppdrag; Lärdomar för universitetet och samverkande partners i utbildnings- och forskningsuppdrag (pp. 32–52). RIPS: Rapporter från institutionen för pedagogik och specialpedagogik.
4. Hyppönen, T., & Melin, P. (2020). Med reflektionen som motor – att stärka det distribuerade ledarskapet på en skola. In A. Olin & Å. Hirsh (Eds.) Samverkan genom uppdrag; Lärdomar för universitetet och samverkande partners i utbildnings- och forskningsuppdrag (pp. 56–76). RIPS: Rapporter från institutionen för pedagogik och specialpedagogik.
5. Kennedy, A. (2014). Understanding continuing professional development: The need for theory to impact on policy and practice. Professional Development in Education, 40(5), 688–697. https://doi.org/10.1080/19415257.2014.955122