University-school collaboration as the implementation of decentralized policy: teachers', principals', and university-based teacher-educators' experiences of teachers' professional development.
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| Title: | University-school collaboration as the implementation of decentralized policy: teachers', principals', and university-based teacher-educators' experiences of teachers' professional development. |
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| Authors: | Sapkota, Tara (AUTHOR), Berit Emstad, Anne (AUTHOR), Gamlem, Siv M. (AUTHOR), Vattøy, Kim-Daniel (AUTHOR) |
| Source: | Scandinavian Journal of Educational Research. Dec2025, Vol. 69 Issue 7, p1519-1536. 18p. |
| Subjects: | Teacher development, Decentralization in government, Scientific observation, Face-to-face communication, Decision making, Sociology, Social interaction, Group work in education |
| Abstract: | This qualitative study investigated lower-secondary school teachers' (n = 19), principals' (n = 7), and university-based teacher-educators' (n = 7) experiences in university-school collaboration for teachers' professional development (PD). The PD was based on a decentralized policy. Findings from the constant comparative analyses indicated that teachers, principals, and university-based teacher-educators have both shared and diverse conceptions of collaboration, and they experienced similar challenges in university-school collaboration. The study showed that schools' participation in the selection of PD themes and closer relationships between universities and schools are conducive to enhancing the quality of university-school collaboration for teachers' PD. Nevertheless, the study also indicated a lack of ownership and participation in decision-making and loyalty-dominated participation in collaboration. The lack of communication and interaction between universities and schools was also a prominent challenge. The findings have implications for the revision of forthcoming decentralized strategies for teachers' PD and further research on school-owners' roles and decision-making in decentralized policy implementation. [ABSTRACT FROM AUTHOR] |
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| Database: | Psychology and Behavioral Sciences Collection |
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| Abstract: | This qualitative study investigated lower-secondary school teachers' (n = 19), principals' (n = 7), and university-based teacher-educators' (n = 7) experiences in university-school collaboration for teachers' professional development (PD). The PD was based on a decentralized policy. Findings from the constant comparative analyses indicated that teachers, principals, and university-based teacher-educators have both shared and diverse conceptions of collaboration, and they experienced similar challenges in university-school collaboration. The study showed that schools' participation in the selection of PD themes and closer relationships between universities and schools are conducive to enhancing the quality of university-school collaboration for teachers' PD. Nevertheless, the study also indicated a lack of ownership and participation in decision-making and loyalty-dominated participation in collaboration. The lack of communication and interaction between universities and schools was also a prominent challenge. The findings have implications for the revision of forthcoming decentralized strategies for teachers' PD and further research on school-owners' roles and decision-making in decentralized policy implementation. [ABSTRACT FROM AUTHOR] |
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| ISSN: | 00313831 |
| DOI: | 10.1080/00313831.2024.2434818 |
