Primary and secondary objectives of the project

Primary objective: To understand how collaboration between R/TEs, STs and schools, which focuses on leadersʼ learning for the sake of leading the development of teachersʼ professional digital competence, contribute to development in both teacher education and schools? Secondary objectives: The research project will seek to: 1. understand how and what R/TEs and student teachers (STs) can learn from participation in school-based development; and to develop knowledge about how 2. principals and middle leaders in schools learn and develop their competence in leading school-based development; 3. teachers can develop their professional digital and assessment competence, thus influencing the pupilsʼ learning environment and learning using digital technology; 4. a network of schools and leaders, with support from R/TEs, can contribute to professionalization and enduring change in municipalities; 5. CHAT can stimulate change and development in both teacher education and schools 

Project summary

The main objective is to develop research groups in teacher education including student teachers (STs) when promoting school leaders 'competence in leading school-based competence development in order to develop teachers' professional digital competence. In order for leaders' learning to be linked to the school's objectives, the first step in the work is to develop an ownership of the theme, professional digital competence. What needs do the individuals and the community in the school experience in connection with the theme, which in this project is determined by the municipality/four. In the project, emphasis will be placed on the start-up phase so that the participants experienced needs can become the foundation and power force for further development in the schools, and the phase where development goals and development issues are formulated, which in turn will form a framework for leaders' learning. Within this framework, leaders' learning will be based on observed teaching conducted by a teacher and observed by leaders and researchers/teacher educators (R/TE) and ST. In a subsequent reflection, leaders together with teachers will give feedback to the teacher who has taught, R/TEs and STs observes this learning dialogue. Following this learning dialogue, R/TE will provide feedback to managers on how they have led the learning dialogue (in a learning session) There will be one such "learning loop" in the start-up semester, and three the second semester where R/TE participates, otherwise the practice of observation and reflection will include all teachers at the school without R/TEs participating. The development work will start in one (1) school in the municipality, and then, according to a plan, be carried out at all six (6) schools that will participate in the project. In planned networking processes, experiences will be shared and learning will take place across schools. Research during the innovation will be used to support the development processes