Abstract
‘School development’, ‘learning schools’ and ‘teachers as researchers’ have been recurring themes both in educational policy documents and in professional literature over the last three to four decades. Conclusions vary when it comes to assessing the degree of correspondence between rhetoric and practice in terms of these concepts. Although there is a growing body of literature indicating the opposite, the predominant conclusion is that researching teachers and learning schools has not as yet been an integral part of the lives of schools and teachers, at least in the Nordic countries.
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Eilertsen, T.V., Furu, E.M., Rørnes, K. (2011). Learning Beyond the Traditional. In: Mattsson, M., Eilertsen, T.V., Rorrison, D. (eds) A Practicum Turn in Teacher Education. Pedagogy, Education and Praxis, vol 6. SensePublishers. https://doi.org/10.1007/978-94-6091-711-0_4
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DOI: https://doi.org/10.1007/978-94-6091-711-0_4
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