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dc.contributor.authorStokke, Eva Seljeset
dc.date.accessioned2019-08-06T08:26:56Z
dc.date.available2019-08-06T08:26:56Z
dc.date.issued2019-08-03
dc.date.submitted2019-08-02T22:00:03Z
dc.identifier.urihttp://hdl.handle.net/1956/20648
dc.description.abstractThis assignment has been developed with reference to the Norwegian political context, in which national authorities give school owners clear guidelines with regard to local school development. Through Ministry of Education and Research the authorities implement requirements to Norwegian schools to secure and raise the quality of education in primary and secondary education. The authorities emphasize that a positive attitude to development among teachers is essential to secure high quality education that prepares students for the society and work life of the future. Professionals’ continuous learning and development is regarded essential, and research within this field nationally and internationally is steadily increasing. Within this field of research, school development seems to be paid particular interest currently. In the assignment central theory from organisational theory, and more specifically theory on to development of knowledge and skills, is presented. The study’s empirical findings are analysed in light of international and Norwegian educational research. To answer the research question: How do secondary upper schools systematically and strategically work with development of teachers’ competence? A mapping study of four secondary upper schools in Akershus fylkeskommune, qualitative depth interviews with school leaders and development responsible personnel were conducted. In addition, the framework document Den gode akershusskolen been read closely, and the interviews are analysed with this key document as a backdrop. The results from the analysis of the data material are presented and discussed. Terms like ‘ensuring’, ‘stakeholder’, ‘commitment’, ‘quality’, ‘learning community’, and ‘collective learning’ are prevailing, both in the data material and the discussion. Questions about whether there is room for creativity and teachers’ and school leaders’ personal professional judgement for when staffs work continuously with development of quality, both individually and collectively are discussed. The assignment is limited to school based development, which means that development of competence in teacher education, courses and continuing education are not part of the study.
dc.language.isonob
dc.publisherThe University of Bergen
dc.subjectkompetanseutvikling
dc.subjectlærere
dc.titleHvordan arbeider videregående skoler systematisk og strategisk med sine lærere? En kvalitativ studie av fire videregående skoler i Akershus fylkeskommune.
dc.typeMaster thesis
dc.type.degreeMasteroppgave i pedagogikk IKT
dc.type.coursePED396
dc.subject.archivecodeMastergrad
dc.subject.nus724112
dc.type.programMAPS-PEDIK
dc.date.updated2019-08-02T22:00:03Z
dc.rights.holderCopyright the Author. All rights reserved
bora.peerreviewedNot peer reviewed
fs.gradepass
fs.unitcode17-42-0


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