Teachers´Leadership in the Heterogeneous Pedagogical Environments
Author(s):
Maria Olsson (presenting / submitting) Gun-Marie Wetso (presenting)
Conference:
ECER 2012
Network:
04. Inclusive Education
Format:
Paper

Session Information

04 SES 11 B, Leadership and Inclusive Education I

Parallel Paper Session

Time:
2012-09-20
17:15-18:45
Room:
FFL - Aula 17
Chair:
George Head

Contribution

This paper builds on a three-year research project (2010-2012) with a focus on teachers’ leadership in relation to four different pedagogical practices. Nine teachers and one researcher have met to talk about teachers’ leadership, in an activity specially created for the task, a research circle called “forskningsverkstaden”. The research circle has been run based on the implications of action research. The aim is to follow the teachers’ dialogues of leadership and to document what happens to their view of leadership within the circle.  How do the participants reflect on their class room life and the mission to create inclusive education and environments, over time?

Swedish research shows that research circles can lead to the participants changing their views, developing knowledge, creating the conditions for changes in praxis, and giving support for taking action (Andersson 2007; Enö 2005; Siljehag 2007; Wingård 1998). Previous research circles have not focused on teachers’ leadership, which this study aims to bring to light, based on the following research questions: 

How do teachers reflect on their pedagogical leadership? What happens to their ideas when they are given the opportunity to take part in this research project?

During 2009-2011, the Swedish school system underwent a great process of reform and change, where State control of schools has increased in the form of more frequent inspections, earlier following-up of pupil achievement. We notice more weight being given to knowledge and specific learning outcomes in the teaching curriculums for pre, primary and secondary schools (Lpfö98/2010, Lgr11, Lgrs11). The new policy documents provide consequences for how teachers should deal with their pedagogical mission. This change goes hand in hand with the adaptation of Swedish schools to Europe’s common education policy (Sjölund 2009). It is during this period this research project was conducted. Therefore, this paper can also make contributions in an international perspective.

Earlier research studies shows that teachers´ strategies as methods of instruction, curricular selection, organizational approaches and the adaption of the needs of the children,  group dynamics and  children´s abilities related to socio-economic and socio-cultural background are important aspects for children’s learning in (pre)schools (Fries & Cohran-Smith 2006). It is not enough to focus on teachers’ behavior and techniques to reflect the complexity of learning and classroom life. Research should also include teachers’ opinions, assumptions and knowledge (Jones & Jones 2004). Assumptions and opinions can be seen as represent powerful but unconscious frameworks that teachers carry into their meetings with children. Research shows that teachers’ opinions on children’s actions are important for how teachers act (Konner 1990; Allison & Berry 1996).

This study uses activity theory to explain the relations between individuals, the environments and activities (Engeström 1997; 1999; 2001). In the study, the conversations can be seen as an activity where different teachers take part. Over time teachers’ view of the need and motivation for pedagogical leadership can change.

 

Method

In this research project, an insiders` perspective has been used, focusing the questions teachers have been asked about their leadership based on their unique context. A meeting place for dialogues between teachers and researcher has been created, where nine teachers from different levels of school, pre-school (1-5 years), pre-school class (6-7 years), primary school (7-13 years) and special class for children who are regarded intellectual disabled (10-13 years), regularly met. The meetings took place once per month over a period of one year. In-between these dialogues, the teachers have been carrying out pedagogical activities at work which have been videotaped recorded or observed by colleagues. Teachers have, either alone or together with colleagues, reflected on the activities. The reflections have then formed the basis for the dialogues in the circles. The participants have also studied theories on issues of leadership, learning and inclusive education. The dialogues have been recorded, transcribed and summarized for the participants before each meeting. Ethical principles on the need for consent, willingness, use and confidentiality have been followed. In the cases where activities with children have been recorded, consent has been required from the parents of the children.

Expected Outcomes

The teachers’ needs and motives changed over time in the meetings with other teachers and theories on leadership, learning and inclusive education. Initially, teachers saw their teaching as problematic, and needed to find immediate solutions. An imbalance was expressed in teacher’s descriptions of the relation between children´s lack of competence and what the environment could offer. The motive was about developing their leadership into a more effective tool to compensate for children’s deficiencies. Later teachers started to focus on the children’s needs. The imbalance between teachers’ and children’s positions came to light. It was no longer seen as obvious that teachers dealt with all children with the same level of care, which was the opposite of their stated intentions. Curriculum content and methods of instruction that were seen from the start as unproblematic began to be questioned. Children’s relation to the content was experienced as essential for the interaction between child and teacher. Insights into the importance of communication became clearer for the participants and the teachers felt they needed to develop their way of interacting with children.

References

Allison, C & Berry, K. (1996). Students under suspicion: Do students misbehave more than they used to? In J. L., Kincheloe & S. Steinberg (Eds). Thirteen questions: Reforming education´s conversation, 2nd ed., 77-96). New York: Peter Lang. Andersson, F. (2007). Att utmana erfarenheter. Kunskapsutveckling i en forskningscirkel. Stockholms Universitet. Engeström, Y. (1997). Learning by expanding: An activity-theoretical approach to development research. Helsinki: Orienta- Konsultit Oy. Engeström, Y., Miettinen R. & Punamäki R.-L. (1999). Perspectives on Activity theory. In A. Koski-Jännes A. (ed). From addiction to self-governance. Cambridge University press. Engeström, Y. (2001). Expansive Learning at Work: Toward an activity theoretical reconceptualization. Journal of Education and Work, Vol. 14, No 1, 133-155. Enö, M. (2005). Att våga flyga. Ett deltagarorienterat projekt om samtalets potential och förskolepersonals konstruktion av det professionella subjektet. Malmö: Holmbergs. Fries, K. and Cochran-Smith, M. (2006). Teacher Research and Classroom Management: What Questions Do Teacher Ask? In C.M. Evertson & C.S. Weinstein (eds.) Handbook of Classroom Management: Research, Practice and Contemporary Issues. 945-981. New York: Routledge. Konner, M. (1990). Why the reckless survive and other secrets of human nature. New York: Viking Press. Jones,V. & Jones, L. (2004). Comprehensive classroom management: Creating communities of support and solving problems. Boston: Allyn & Bacon. Lgr 11, Läroplan för grundskolan, förskoleklassen och fritidshemmet 2011. Västerås: Fritzes. Lgrs 11, Läroplan för grundsärskolan 2011. Västerås: Fritzes. Lpfö98, Läroplan för förskolan. Reviderad 2010. Stockholm: Fritzes. Lgrs 11. Siljehag, E. (2007). Igenkännande och motkraft: Förskole- och fritidspedagogikens betydelse för specialpedagogiken - En deltagarorienterad studie. Stockholm: Stockholm US-AB. Sjöberg, L. (2009). Skolan och den 'goda' utbildningen – för ett konkurrenskraftigt Europa. Utbildning & Demokrati 2009, Vol. 18, No 1, 33-58. Skolor för tjugohundratalet (2007-07-07) Europeiska Gemenskapernas Kommission. Arbetsdokument från kommissionen. SEC (2007) 1009(http://ec.europa.eu/ education/ school21/consultdoc_sv.pdf). Wingård, B. (1998). Att vara rektor och kvinna. Stockholm: Gotab.

Author Information

Maria Olsson (presenting / submitting)
Dalarna University
School of Education and Humanities
Falun
Gun-Marie Wetso (presenting)
Dalarna University
School of Education and Humanities
Falun

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