More than mundane matters: an exploration of how schools organize professional learning teams

Fenna Wolthuis*, Mireille D. Hubers, Siebrich de Vries, Klaas van Veen

*Corresponding author for this work

    Research output: Contribution to journalArticleAcademicpeer-review

    3 Citations (Scopus)
    120 Downloads (Pure)

    Abstract

    Organizational tasks and processes are preconditions for organizing professional learning teams but are often neglected in research. In nine schools, we examined which organizational tasks and processes were set up for lesson study, a form of a professional learning team, and in what way. Schools set up three organizational tasks and processes: recruiting participants, giving credit for time-investment, and scheduling meetings. Recruitment of participants was sometimes difficult when potential participants worked autonomously within their departments or teams. Credit for time-investment was often constrained as schools gave credit in a way that made lesson study an additional workload. Scheduling meetings was very challenging. The scheduled meetings were considered satisfactory in only one school. Here, the school leader collaborated and communicated with her teachers to plan useful and uninterrupted meetings in the timetable. Our results show that organizational work is not mundane and simple but complex and vital for embedding professional development in schools.

    Original languageEnglish
    Pages (from-to)1-20
    Number of pages20
    JournalInternational journal of leadership in education
    Volume27
    Issue number1
    Early online date4 Aug 2020
    DOIs
    Publication statusPublished - 2 Jan 2024

    Fingerprint

    Dive into the research topics of 'More than mundane matters: an exploration of how schools organize professional learning teams'. Together they form a unique fingerprint.

    Cite this