Kreativ vidensanvendelse og innovation i udviklingsprocesser: Refleksion, videndeling og faglig udvikling i faggrupper i gymnasiet

Abstract

Projektets formål er at undersøge, hvordan kreativitetsprocesser og innovation kan understøtte refleksion, videndeling og faglig udvikling i faggrupper, og hvad der sker med disse udviklingsprocesser, når samarbejdet foregår på digitale samarbejdsplatforme. Målet er at udvikle en procesmodel, der kan understøtte disse processer. Projektet undersøger med udgangspunkt i Donald Schöns teori om den reflekterende praktiker, Jeremy Bruners narrativitetsteori og Etienne Wengers teori om lærende praksisfællesskaber, hvordan gymnasielærere reflekterer over egen praksis i deres faggrupper, og hvordan denne refleksion kommer til udtryk i narrativer, som skabes i organisationens praksisfællesskaber. Undersøgelsen viser, at et praksisfællesskabs narrativer har indflydelse på, hvordan et fagligt samarbejde organiseres. Herefter præsenteres Lotte Darsøs innovationsteori i samspil med Buur og Matthews perspekti på Participatory Innovation for at undersøge, hvilken betydning innovation har for fagligt samarbejde. Lene Tanggaards kreativitetsteori og Søren Hansen og Christian Byrges teori om kreativ vidensanvendelse danner rammen for projektets forståelse af den kreative del af processen, mens Elsebeth K. Sorensens teori om IKT-samarbejde inddrages som en indgangsvinkel til, hvordan lærerne gennem samarbejde kan styrke refleksion, videndeling og faglig udvikling i deres faggrupper på digitale platforme. På baggrund af ovenstående udvikles en procesmodel, der afprøves i to faggrupper på et gymnasium. Analysen af observationen viser, at lærerne anvender kreativitetsprocesser og innovation til at udvikle løsninger på udfordringer, som lærerne står med i deres hverdag, men at det er svært at overføre denne proces til digitale platforme. Projektets konklusion er, at faglig udvikling, refleksion og videndeling i faggrupper har den bedste grobund, når en kreativitetsproces og målet om innovation, tager hensyn til nuværende praksis i fællesskabet, bygger på lærernes faglige udfordringer og problemstillinger, og tager højde for eksisterende narrativer.

The purpose of the project is to investigate how creativity processes and innovation might support reflection, knowledge sharing, and professional development among members of professional groups, and what happens to these developmental processes when the cooperation takes place on digital interpersonal platforms. The aim is to de-velop a process model which can support these processes. Taking as its starting point Donald A. Schön’s theory of the reflective practitioner, Jerome Bruner’s theory of narrativity, and Étienne Wenger’s theory about communities of practice, the project investigates how teachers of Danish “gymnasiums” reflect on their own practices in their professional groups, and how this reflection shows itself in the narratives that are created within the communities of practice of the organization. The investigation shows that the narratives of a community of practice influence how a professional co-operation is organized. Subsequently, Lotte Darsø’s theory of innovation is presented in correlation with the perspective of Buur and Matthews on Participatory Innovation in order to investigate the importance of innovation in relation to professional co-operation. Lene Tanggaard’s theory of creativity and Søren Hansen and Christian Byrge’s theory of the creative application of knowledge create the framework for the understanding of the project of the creative part of the process, while Elsebeth K. Sorensen’s theory about ICT collaboration is brought in as an approach to how teachers’ collaboration can enhance reflection, knowledge sharing, and professional development in their professional groups on digital platforms. On the basis of the above, a process model is developed which is tested in two profes-sional groups in a Danish “gymnasium”. The analysis of the observation shows that the teachers do apply processes of creativity and innovation in order to develop solutions to challenges that the teachers face in their daily lives, but this process is difficult to transfer onto digital platforms. The conclusion of the project is that professional development, reflection, and knowl-edge sharing in professional groups have the best breeding ground, when a process of creativity and the aim of innovation take into account the existing practice of the com-munity, are founded on the professional challenges and problems of teachers, and allow for existing narratives.

A master programme thesis from Aalborg University

Kreativ vidensanvendelse og innovation i udviklingsprocesser: Refleksion, videndeling og faglig udvikling i faggrupper i gymnasiet

[Creative Application of Knowledge and Innovation in Developmental Processes: Reflection, knowledge sharing and professional development among members of professional groups in Danish "gymnasiums"]