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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.
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]
Copyright of Scandinavian Journal of Educational Research is the property of Taylor & Francis Ltd and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)
Database: Psychology and Behavioral Sciences Collection
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  Data: 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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  Data: <searchLink fieldCode="JN" term="%22Scandinavian+Journal+of+Educational+Research%22">Scandinavian Journal of Educational Research</searchLink>. Dec2025, Vol. 69 Issue 7, p1519-1536. 18p.
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  Data: <searchLink fieldCode="DE" term="%22Teacher+development%22">Teacher development</searchLink><br /><searchLink fieldCode="DE" term="%22Decentralization+in+government%22">Decentralization in government</searchLink><br /><searchLink fieldCode="DE" term="%22Scientific+observation%22">Scientific observation</searchLink><br /><searchLink fieldCode="DE" term="%22Face-to-face+communication%22">Face-to-face communication</searchLink><br /><searchLink fieldCode="DE" term="%22Decision+making%22">Decision making</searchLink><br /><searchLink fieldCode="DE" term="%22Sociology%22">Sociology</searchLink><br /><searchLink fieldCode="DE" term="%22Social+interaction%22">Social interaction</searchLink><br /><searchLink fieldCode="DE" term="%22Group+work+in+education%22">Group work in education</searchLink>
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  Data: 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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  Data: <i>Copyright of Scandinavian Journal of Educational Research is the property of Taylor & Francis Ltd and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.)
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        Value: 10.1080/00313831.2024.2434818
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        Text: English
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              M: 12
              Text: Dec2025
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