Teamcoaching i lærerteam i en gymnasial kontekst
Forfatter
Hansen, Flemming Lindquist
Semester
4. semester
Udgivelsesår
2016
Afleveret
2016-01-04
Antal sider
59
Abstract
Dette kandidatprojekt undersøger et forløb med teamcoaching i et team af danske gymnasielærere, som i fællesskab har ansvar for en klasse gennem hele gymnasietiden. Teamet arbejder med klassens sociale miljø og læring. Når klassen dimitterer, dannes nye lærerteam omkring en ny årgang. Coachinginterventionerne havde til formål at styrke teamudvikling og teamlæring med afsæt i socialkonstruktivisme, særligt Kenneth Gergens idéer om relationer og relationelt ansvar. Læring forstås som situeret læring (Lave & Wenger). Analysen inddrog også Batesons niveauer Læring II og Læring III, Tuckmans faser i teamudvikling og Katzenbach & Smiths kendetegn ved højtydende teams. Teamcoachen anvendte Appreciative Inquiry (anerkendende undersøgelse) til at strukturere forløbet samt spørgeteknikker inspireret af Tomm, fx spørgsmål om fortid og fremtid, for at fremme refleksion over samarbejde og mulige ændringer. Resultaterne peger på, at teamcoaching støttede teamets udvikling: Lærerne blev mere bevidste om relationerne i teamet og deres gensidige relationelle ansvar. Teamet blev styrket i den fase, hvor samarbejdsnormer falder på plads (norming), og viste enkelte tidlige tegn på den efterfølgende præstationsfase (performing). De rykkede på fælles forståelse og relationer, men var fortsat udfordret i beslutningstagning og manglede en fælles procedure for evaluering. Konklusionen er, at teamcoaching er hjælpsom og effektiv for teamudvikling, at den brede teoretiske analyselinse var tilfredsstillende, og at deltagerne lærte meget på Læring II-niveau (at lære at lære), mens Læring III (refleksion over konteksters kontekst) fortsat var vanskelig.
This master's project examines a period of team coaching with a team of Danish high-school teachers who share responsibility for one class throughout the students' time in school. The team focuses on the class's social environment and learning. When the class graduates, new teacher teams are formed around a new cohort. The coaching interventions aimed to strengthen team development and team learning, grounded in social constructivism and especially Kenneth Gergen's ideas about relationships and relational responsibility. Learning was viewed as situated (after Lave & Wenger). The analysis also drew on Bateson's levels of Learning II and Learning III, Tuckman's stages of team development, and Katzenbach & Smith's characteristics of high-performing teams. The team coach used Appreciative Inquiry to structure the process, and questioning techniques inspired by Tomm—such as asking about past experiences and future possibilities—to prompt reflection on collaboration and potential changes. Findings indicate that team coaching supported the team's development: teachers became more aware of their relationships and shared relational responsibility. The team consolidated norms (norming phase) and showed a few early signs of the performing phase. They advanced in mutual understanding and relations, but still struggled with making decisions and lacked an agreed protocol for evaluation. The study concludes that team coaching is helpful and effective for team development, that the broad, theory-informed analytical lens was adequate, and that team members learned a great deal at the Learning II level (learning to learn) while Learning III (reflecting on context of contexts) remained challenging.
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