ABSTRACT

This chapter focuses on teachers’ learning in reflecting teams in lower secondary school and looks into the form and content such reflections may have. The text explores how teachers in subject teams in a school-based competence development project observed each other and then reflected on their teaching. Theory can be a useful tool in reflection processes. When the text describes the process in the reflecting teams, it also examines when theory was a useful reflection tool for these teachers. In the project presented in the article, the teacher educator/researcher leads both the research work and the development processes. The study the article builds on had the following research question: “How do reflection dialogues influence teachers’ learning and how can such learning processes be part of the teachers’ everyday practice?” The article argues that the role of the teacher educator/researcher may also be transferable to the school leader, who can assume this role in a school-based competence development project. Findings from the study show that a project like this requires a democratic attitude, time must be allocated for in-depth study, the work must be structured, good relationships must be developed and maintained and the leader must serve as the driving force in the work.