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Triggering sustainable professional agency: using change laboratory to tackle unequal access to educational success collectively
Högskolan Väst, Institutionen för ekonomi och it, Avd för informatik. (LINA BUV)ORCID-id: 0000-0003-3203-7062
Högskolan Väst, Institutionen för individ och samhälle, Avd för utbildningsvetenskap och språk. (LINA BUV)ORCID-id: 0000-0002-5004-2650
Högskolan Väst, Institutionen för ekonomi och it, Avd för informatik. (LINA BUV)ORCID-id: 0000-0002-7123-3173
2021 (engelsk)Inngår i: Journal of Workplace Learning, ISSN 1366-5626, E-ISSN 1758-7859, Vol. 34, nr 2, s. 162-175Artikkel i tidsskrift (Fagfellevurdert) Published
Abstract [en]

Purpose This study aims to depict how a change laboratory (CL) promotes sustainable professional practice at the workplace to tackle unequal access to educational success.

Design/methodology/approach The empirical findings are from a CL focusing on school professionals’ agency and a follow-up study one year after the CL.

Findings The study shows how the staff gained insight that professional agency is a collective and relational practice. Furthermore, the staff explored how to make a difference with viable means to create new workplace models for students’ success despite experiencing a conundrum.

Research limitations/implications This study examined participants’ perspectives in workplace change and provided support for further research examining how professionally and collectively designed models gain sustainability in schools.

Practical implications This study provides empirical data of how professional agency for change driven by collective visions can be accelerated with the interventionist method CL among school professionals.

Social implications This study emphasizes the value of professional collective learning at the workplace, driven by several professional groups in school, and the need to follow up to detect sustainable change.

Originality/value This study emphasizes the value of professional collective learning at the workplace, driven by several professional groups in school, and the need to follow up to detect sustainable change.

sted, utgiver, år, opplag, sider
Emerald Group Publishing Limited, 2021. Vol. 34, nr 2, s. 162-175
Emneord [en]
Change laboratory, School professionals, Equality in education, Professional agency, Workplace learning, Competences, Engagement
HSV kategori
Forskningsprogram
Arbetsintegrerat lärande; Barn- och ungdomsvetenskap
Identifikatorer
URN: urn:nbn:se:hv:diva-17540DOI: 10.1108/JWL-02-2021-0019ISI: 000706533900001Scopus ID: 2-s2.0-85116826892OAI: oai:DiVA.org:hv-17540DiVA, id: diva2:1602349
Tilgjengelig fra: 2021-10-12 Laget: 2021-10-12 Sist oppdatert: 2022-04-04bibliografisk kontrollert

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Spante, MariaVarga, AnitaCarlsson, Linnea

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