Teamwork in Establishing a Professional Learning Community in a New Icelandic School

The focus of the action research reported here is on how leaders and teachers used teamwork in developing a professional learning community in a new compulsory school in Iceland. Collaboration is a critical issue in schools as it can improve practice that supports student achievement. Results from t...

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Bibliographic Details
Published in:Scandinavian journal of educational research 2016-01, Vol.60 (1), p.90-109
Main Authors: Svanbjörnsdóttir, Birna María, Macdonald, Allyson, Frímannsson, Gudmundur Heidar
Format: Article
Language:English
Subjects:
Academic Achievement
Action Research
Collaboration
Communities of Practice
Educational Change
Educational Practices
Elementary School Teachers
Faculty Development
Faculty Workload
Feedback
Feedback (Response)
Focus Groups
Foreign Countries
Iceland
Leadership
Learning
Observation
professional development
Reflective Teaching
Secondary School Students
Semi Structured Interviews
Teacher Attitudes
Teachers
Teamwork
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Summary:The focus of the action research reported here is on how leaders and teachers used teamwork in developing a professional learning community in a new compulsory school in Iceland. Collaboration is a critical issue in schools as it can improve practice that supports student achievement. Results from the TALIS 2008 study show that Icelandic teachers are below international averages regarding joint teaching and supporting each other. Findings from this action research study showed signs of an emerging collaborative structure among some teams but also a lack of feedback among peers. Teachers expressed difficulty in putting into practice their growing sense of professionalism. The research findings suggest that peer coaching should be supported to encourage staff to engage in critical reflection and transforming practice.
ISSN:0031-3831
1470-1170
DOI:10.1080/00313831.2014.996595