Show simple item record

dc.contributor.authorKvam, Edel Karin
dc.description.abstractThis study investigates teachers’ understanding of how conversations between colleagues can promote the development of knowledge. Its purpose is to supplement previous research in the field of knowledge processes in respect of conversation as an integral part of teachers’ everyday work. On the basis of interview data obtained from teachers in a Norwegian school context, the study concludes that conditions for knowledge development in conversations between colleagues exist because teachers set the agenda for their collaboration and they raise issues from their pedagogical practice and explore and challenge these in depth. Based on theoretical perspectives and international research in the field, it is argued that, despite the fact that teachers themselves are being challenged to take responsibility for knowledge development in the teaching profession through collective knowledge processes at a micro level in the school organisation, it will be important to have support structures at different levels of the educational system to prevent them from standing in a vacuum.en_US
dc.publisherTaylor & Francisen_US
dc.rightsAttribution-NonCommercial-NoDerivatives 4.0 Internasjonal*
dc.titleKnowledge development in the teaching profession: an interview study of collective knowledge processes in primary schools in Norwayen_US
dc.typeJournal articleen_US
dc.typePeer revieweden_US
dc.rights.holderCopyright 2021 The Author(s)en_US
dc.source.journalProfessional Development in Educationen_US
dc.identifier.citationProfessional Development in Education. 2021.en_US

Files in this item


This item appears in the following Collection(s)

Show simple item record

Attribution-NonCommercial-NoDerivatives 4.0 Internasjonal
Except where otherwise noted, this item's license is described as Attribution-NonCommercial-NoDerivatives 4.0 Internasjonal