”Jeg har flere gange oplevet, at man oftest selv har svaret, det skal bare lige graves frem”

Abstract

[DK] En bæredygtig skole kræver lærere, der er i stand til at forny og udvikle praksis løbende i takt med udviklingen af samfundet. I nærværende forskningsprojekt er potentialet i læringsrum, kaldet læringscirkler, i form af peermentoring for 4. årgangsstuderende og nyuddannede lærere, blevet undersøgt. Hensigten har været, at deltagerne skulle lære af praksis, om praksis, i praksis i et samspil med teori for derigennem at blive i stand til dels at få mod på lærerjobbet dels at få kompetencer til fremadrettet at facilitere egen og kollegers fortsatte professionelle udvikling. Studiet viser, at deltagelse i læringscirkler (LC) har mulighed for at understøtte fortsat professionel udvikling bl.a. ved at give deltagerne kompetencer i at facilitere andres refleksion, selv at reflektere mere dybdegående og ved give deltagerne erfaringer med, at teori kan bruges til at forstå og løbende udvikle praksis. Yderligere har LC mulighed for at give deltagerne anerkendelse og dermed udvikle vitalisering i arbejdet. [UK] A sustainable school requires teachers who are able to innovate and develop practice continuously as the development of society. In the present research project, the potential of learning spaces, called learning circles, in the form of peer mentoring for student teachers and newly qualified teachers, has been investigated. The intention has been for the participants to learn from practice, about practice, in practice in an interaction with theory thereby be able to gain courage in the teaching job and gain competencies to facilitate their own and colleagues’ continual professional development. The study shows that participation in learning circles (LC) has the opportunity to support continual professional development, e.g. by giving the participants skills in facilitating the reflection of others, by reflecting more in-depth themselves and by giving the participants experiences that theory can be used to understand and continuously develop practice. In addition, LC has the opportunity to give participants recognition and thus to develop revitalization in the work.

Keywords

• Professionel udvikling, bæredygtig skole, fastholdelse, læringscirkler, peer-group mentoring, outro-intro