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Professional Development in Implementing Programs for Risk-Zone Pupils
University West, Department of Social and Behavioural Studies, Division for Educational Science and Languages. (LINA BUV)
2018 (English)In: VILÄR Abstraktbok / [ed] Kristina Johansson, Trollhättan: Högskolan Väst , 2018, p. 5-5Conference paper, Poster (with or without abstract) (Other academic)
Abstract [en]

Different models of developmental programs and their importance is an ongoing discussion. Research on developmental programs in the educational sphere has shown that the impact of the professionals in the school is incontestable. However, little research has been conducted on the actual effects of professional development, especially related to the improvement of teaching and learning that professional development are to support and enhance, in the everyday practice. To enable a work-integrated learning approach related to this field of interest it is argued to be a practice that requires systemic methods and structures from all levels in the educational practice. The developmental program Plug Innan is a collaboration project between Västra Götalands County, GR Region and University West. The aim is that more students are to be leaving compulsory school, 9th grade with credentials and thus being qualified to a national upper secondary program, hence to reduce early school leaving.The aim of this research-project is to understand and study how a developmental program, Plug Innan, is implemented and performed in different practices and how it can boost professional development and learning in the everyday practice, in a work-integrated learning perspective. Which consequences the program has on professionals' (all professions in the school e.g. teachers,special-teachers, principal, student health-teams, counselors, cleaning-, kitchen and janitor services, administration), feelings related to their sense of competence, selfefficacy, in working with pupils at risk for not reaching national goals. Furthermore we study which structures that remains after the program is completed asdevelopmental programs can either contribute to more or less stable and maintaining changes. Observations (n=3) have been conducted: two with a focus group,and one with practitioners. More observations will be conducted alongside individual interviews and a longitudinal survey (2018 – 2021). The first survey are to be send out to informants, all professionals in the practices participating in the program Plug Innan. The test-study showed that professionals' opportunities of reaching all students were limited, and the professional developing opportunities were lacking. The data-collection methods combined will contribute to an understanding and insight to the field of developmental programs, professionals learning and development, and the importance of high quality educational professionals who has prerequisites and abilities to master todays' challenges with pupils in the risk-zone.

Place, publisher, year, edition, pages
Trollhättan: Högskolan Väst , 2018. p. 5-5
Keywords [en]
Arbetsintegrerat lärande, utveckling
National Category
Pedagogical Work
Research subject
Work Integrated Learning
Identifiers
URN: urn:nbn:se:hv:diva-13438ISBN: 978-91-87531-46-0 (electronic)ISBN: 978-91-87531-47-7 (print)OAI: oai:DiVA.org:hv-13438DiVA, id: diva2:1281059
Conference
VILÄR, 6-7 december 2018, Mölndal, Sverige
Available from: 2019-01-21 Created: 2019-01-21 Last updated: 2019-01-23Bibliographically approved

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Larsen, Karoline

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