02. Vocational Education and Training (VETNET)
Paper
Changing of Vocational Teachers Collaboration in VET Schools in the Czech Republic
Stanislav Michek1, Lenka Hloušková2
1UHK, Faculty of Education, Czech Republic; 2CZU, Institute of Education and Communication, Czech republic
Presenting Author: Michek, Stanislav
The collaboration of teachers is a tool for their continuous professional development, and changes in initial vocational education and training (Cedefop, 2023) call for the need to research focus on how vocational teachers cope with new challenges and requirements for the quality of their pedagogical work. The collaboration of vocational teacher (teachers of vocational theoretical subjects and teacher of practical subjects) in IVET schools among themselves, within the school where they work, or the collaboration of vocational teachers with employers are possible ways in which teachers develop their skills and competences, they cope with some structural changes (Cedefop, 2022; Sirk, Liivik, & Loogma, 2026), change their pedagogical or instructional practices, their beliefs, attitudes and their students achieve better learning outcomes (Guskey, 2002).
Empirical researches quite well give proof of the degree and form of collaboration of vocational teachers changes over time (Bükki & Fehérvári, 2021; Sirk, Liivik, & Loogma, 2016). Empirically verified models of professional development of teachers (Haberman, 1989,1995; Lukas, 2011) and professional life phases (Day, 2012) led us to assumption, that the perception of vocational teacher collaboration to the improvement of the pedagogical process is different in the length of teaching practice. These assumptions directed us to the following research questions:
RQ1: How do vocational teachers evaluate the collaboration between themselves and with the school management to improve the quality of the educational process in 2016/2017 and in 2022/2023?
RQ2: How do vocational teachers evaluate the expression of disapproval of the steps taken by the management and fellow teachers in 2016/2017 and in 2022/2023?
RO3: How do vocational teachers perceive the suggestions from students to the improvement of the educational process in 2016/2017 and in 2022/2023?
RQ4: In which professional life phase (Day, 2012) do vocational teachers best evaluate the collaboration between themselves and with the school management to improve the quality of the pedagogical process?
RQ5. At what professional life phase (Day, 2012) do vocational teachers perceive positively the suggestions from the students to improve the quality of the pedagogical process?
Methodology, Methods, Research Instruments or Sources UsedAs part of the research investigation, data from the Czech School Inspectorate (CSI) was used, which contains answers to questions posed to secondary school teachers (general and technical/vocational) through an electronic questionnaire during inspection activities in schools. Teachers' answers serve as additional information to the inspection findings obtained from visits, analysis of school documentation and other sources. From the two datasets obtained in the school year 2016/2017 and 2022/2023, the responses of teachers who indicated that they teach a vocational theoretical subject and/or practical subjects for ISCED 3 were selected. For the year 2016/2017, there were 1,418 teachers from 181 VET schools – 43.9% of respondents of the total set. In 2022/2023, there were 1,879 respondents from 200 VET schools - 38.5% of respondents of the total set. As a main tool for the secondary analysis, we used a free version of the JAMOVI software and IBM SPSS Statistics ver. 24. Firstly we created six categories of teachers (0-3; 4-7; 8-15; 16-23, 24-30, more 31 years) inspired by Day (2012) from open questions on length of teaching experience in all two data sets.
Secondly, in accordance with the research questions, attention was focused on 12 items related to the perception of cooperation of school management, teachers and students. Exploratory factor analysis was used for these items. Extraction (principal component analysis; Varimax with Kaiser normalization) found three factors that represent 61.5% of the total variance extracted. Based on them, we created indexes from several CSI questionnaire items. The number of items, Cronbach's alpha and polarity of index in the order 2016/2017, and 2022/2023 are given in parentheses: "Index of collaboration between teachers and management leading to the improvement of the educational process" (8, 0.87; 8, 0.86; 1:best – 4: worst); "Index expression of disapproval of the steps taken by the management and fellow teachers" (2, 0.63; 2, 0.63; 1: most disapproval – 4: least disapproval); "Index of perception of students' initiatives to improve the quality of the educational process" (2, 0.75; 2, 0.69; 1: most initiatives - 4: least initiatives).
Conclusions, Expected Outcomes or FindingsThe collaboration of vocational teachers changes over the years and during their professional career. Vocational teachers evaluate the collaboration with the school management and with each other to improve the quality of the educational process in the same way in 2016/2017 and in 2022/2023 (RQ1; mean 2016/2017: 1.70; mean 2022/2023: 1.69). Vocational teachers express differently in 2016/2017 and 2022/2023 their disapproval of the actions of the management and fellow teachers (RQ2) and they perceive suggestions from students to improve the quality of the educational process (RQ3). In 2022/2023, they express of disapproval of the steps taken by the management's actions more (means: 1.93 < 2.36) and better accept initiatives to improve the quality of educational process from the students (means: 2.05 < 2.57) than in 2016/2017.
The collaboration between teachers and management leading to improve the quality of the educational process is best evaluated by vocational teachers in the years 2016/2017 and 2022/2023 at the end of their career (31 or more years of experience; see Lazarová et al. 2011), when they are in the phase of maintaining/declining motivation, have the ability to cope with changes, retire and, based on their experiences, are reconciled to the reality of their work and interpersonal relationships (RQ4). In 2016/2017 and 2022/2023, vocational teachers positively perceive students' suggestions to improve the quality of the educational process when they are at the beginning of their career (0-3 years of experience), when they are engaged, close in age to their students and open to their suggestions (RQ5).
ReferencesBükki, E., & Fehérvári, A. (2021). How do teachers collaborate in Hungarian VET schools? A quantitative study of forms, perceptions of impact and related individual and organisational factors. Empirical Research in Vocational Education and Training, 13(2), https://doi.org/10.1186/s40461-020-00108-6
Cedefop. (2023). The future of vocational education and training in Europe: synthesis report. Luxembourg: Publications Office. Cedefop reference series; No 125. http://data.europa. eu/doi/10.2801/08824
Cedefop. (2022). Teachers and trainers in a changing world: building up competences for inclusive, green and digitalised vocational education and training (VET): synthesis report. Luxembourg: Publications Office. Cedefop research paper, No 86. http://data.europa.eu/doi/10.2801/53769
Day, C. (2012). The New Lives of Teachers. Teacher Education Quarterly, 39(1), 7–26. https://files.eric.ed.gov/fulltext/EJ977354.pdf
Guskey, T. R. (2002). Professional Development and Teacher Change. Teachers and Teaching: theory and practice, 8(3/4) 381–391. https://doi.org/10.1080/135406002100000512
Huberman, M. (1995). Networks that alter teaching. Teachers and Teaching: conceptualizations, exchanges and experiments. Theory and Practice, 1(2), 193–211. https://doi.org/10.1080/1354060950010204
Huberman, M. (1989). The Professional Life Cycle of Teachers. Teacher College Records, 91(1), 31–57. https://doi.org/10.1177/016146818909100107
Lazarová, B. et al. (2011). Pozdní sběr. O práci zkušených učitelů. [Late harvest. About the work of experienced teachers.] Paido.
Lukas, J. (2011). Vývoj a kariéra učitele. In B. Lazarová. Pozdní sběr. O práci zkušených učitelů. [Teacher development and career. In B. Lazarová. Late harvest. About the work of experienced teachers.] Paido.
Sirk, M., Liivik, R., & Loogma, K. (2016). Changes in the professionality of vocational teachers as viewed through the experiences of long-serving vocational teachers in Estronia. Empirical Research in Vocational Education and Training, 8(13), https://doi.org/10.1186/s40461-016-0039-7
The analysis was created as part of the activities of the ERASMUS-EDU-2021-EQAVET-IBA project, No. 101048408 entitled "Support for quality assurance in VET".
02. Vocational Education and Training (VETNET)
Paper
A Crisis of Trust? VET Teacher Professionalism in the Context of Standards-Based Reforms
Hannes Hautz1, Christina Donovan2
1University of Innsbruck, Austria; 2Edge Hill University, England
Presenting Author: Hautz, Hannes
In the field of educational research, it is widely accepted that trust constitutes one of the key drivers of policy reform, teacher professionalism and innovation in teaching (e.g., Van Maele & Houtte, 2014). In a recently published collective volume by Ehren and Baxter (2021a) on global perspectives in comparative education, trust is conceptualised as one of the three building blocks of education system reform, along with accountability and capacity. The authors argue that trust ‘underpins the nature of teachers’ work, while it also acts as a lubricant for effective collaboration and relations in a school context’ (Ehren & Baxter, 2021b, p. 11). In addition, they mention that the professionalisation of teachers and the consideration of the individual needs of the students require ‘a degree of trust in teachers’. This is also applicable to the vocational education and training (VET) sector. For example, Avis (2003, p. 320) emphasises that ‘high trust relations could set the context in which innovative practices develop’ in VET. In order to implement such trust relations, however, a ‘re-formed teacher professionalism’ would be necessary, which grants teachers more autonomy and freedom of action than in the prevailing ‘performative culture’. Likewise, O’Leary (2013, p. 711) calls for ‘a greater degree of autonomy and trust’ to VET teachers to enhance professional development.
This paper aims to show how dis/trust-building processes are shaped by ongoing standards-based education reforms, affecting VET teacher professionalism and subjectivity. Internationally, VET reforms often focus on producing ‘work-ready’ human capital and generating economic progress (Atkins, 2017). The dominance of neoliberal logics in policy-making has implications for the way in which the value and purpose of VET is conceptualised. Increased standardisation, control, and performance management create a rather instrumentalist and regulatory environment that arguably neglects conversations about what is educationally desirable (Biesta, 2009). This may affect the professional self-understanding of teachers, whose capacity to take pedagogical risks is constrained. It raises questions about the creation and maintenance of professional trust, where embracing vulnerability is central to coping with complexity and uncertainty.
So far, little is known about the ways to which current reforms (re)produce trust or distrust towards VET teachers and what impact these changes have on teachers’ professional self-understandings (Donovan, 2019). We therefore seek to explore VET teachers’ experiences of being trusted within educational policy frameworks by addressing the research questions of how current standards-based reforms create a culture of dis/trust in VET and what impact this has on teacher professionalism. Drawing on Niklas Luhmann’s (2017) seminal work on system trust, we propose a distinct perspective for examining teacher professionalism in VET. Luhmann (2017, p. 9) characterises trust and distrust as a process of ‘complexity reduction’ in an environment of uncertainty. Trust refers to the capacity to accept the vulnerability associated with placing confidence in others (Möllering, 2006), enabling freedom of action and tolerating ambiguity. Distrust, on the other hand, is based on ‘negative expectations’ (Skinner et al., 2014, p. 208) of others and aims to avoid uncertainty by setting strict boundaries for acceptable behaviour. The conditions for trust are situated at ‘symbolic thresholds’ (Kroeger, 2019, p. 119); if these are too narrowly defined, it can lead to the evolution of distrust and a ‘crisis of trust’ (Möllering, 2013, p. 299). In this paper, the theory of system trust is used as a fruitful conceptual tool for exploring how educational policy creates thresholds of trust and thus sets the conditions for professional recognition within VET. It allows for an analysis of the ways in which standards-based reforms promote a culture of dis/trust and thereby shape teachers’ self-conceptions.
Methodology, Methods, Research Instruments or Sources UsedMethodologically, we conceptualise trust as a process of ‘becoming’ (Möllering, 2013, p. 293) and focus on the ways in which teachers’ subjectivities are influenced by policy mechanisms of dis/trust-building. We are therefore interested in teachers’ professional self-descriptions in the context of current educational reforms. In order to answer the research questions, a re-reading of qualitative data emerging from two projects which explored aspects of teacher professionalism in two European countries. Each of the two datasets consists of in-depth, narrative-based, semi-structured interviews with vocational teachers from full-time VET schools in Austria and further education colleges in England. By analysing teachers’ narratives from both countries, we sought to identify similarities and differences in the processes of being and becoming a teacher, to highlight tendencies that are not only unique to the respective national contexts, but also to other education systems facing neoliberal reforms.
The aim of the interviews was to elicit narratives about VET teachers’ perceptions of current standards-based reform mechanisms and their implications for processes of becoming (see in detail Donovan, 2019; Hautz, 2022). All interviews were structured by open-ended questions that allowed flexibility in the interview situation and space for teachers to share their personal experiences. Interviewees across the sample discussed their professional biographies, the changes they had experienced in professional demands, their professional self-conceptions, their personal views on school and teacher quality, their views on current reform measures, and their perceptions of professional trust. Each interview lasted between fifty and ninety minutes. The interviews were fully transcribed and anonymized.
The analysis of the interview data was guided by trust theory and was carried out in a systematic and interpretive process employing thematic analysis (Braun & Clarke, 2006). Through the teachers’ narratives, symbolic thresholds of trust were explored in order to gain an understanding of how teachers experience current reforms and how conditions of professional recognition are defined in VET. Three key thresholds for granting or withdrawing of professional trust emerged from the data: documentation, subordination and modes of legitimate self-expression. Based on the analysis, we hope to show how examining these issues from a trust perspective can reveal the emotional consequences of standards-based reforms in the lives of teachers who are subject to them.
Conclusions, Expected Outcomes or FindingsInitial findings of the study show that, despite considerable differences between Austria and England in the organisation, structure and aims of their respective VET systems, there is a common trend towards standardisation of VET that is re-shaping the professional recognition of teachers. Recent centralised, standards-based VET policies in both countries have eroded trust in the professional autonomy of teachers, influencing their everyday practice and professional self-understanding in very similar ways. Increased accountability and control mechanisms, which symbolically replace trust, lead teachers to feel ‘restricted in their freedom’ (Hautz, 2022, p. 223) and limited in their individual creativity. By having to constantly document their activities and being subordinated to ongoing surveillance, teachers experience a growing climate of distrust based on ‘suspiciousness and anxiety’ (Sztompka, 2019, p. 32). This has the effect of shrinking the spaces in which teachers can feel vulnerable enough to take the pedagogical risks needed to innovate. Furthermore, the narrowly defined boundaries of legitimate self-expression imposed by current VET reforms make VET teachers feel insecure about their professional identity, leading to alienation and impacting on teachers’ wellbeing.
Overall, this paper illustrates that attempts to standardise VET strategy fuels the need to achieve existential security by deriving the simple from the over-complex, creating tensions in the cultivation of trust. We suggest that this constitutes a ‘crisis of trust’ in VET teacher professionalism, as what it means to be and become a professional in VET is called into question by emerging systems of meta-governance which threaten to undermine pedagogical integrity. Due to a high-stakes accountability environment, teachers are less willing to stand out, more reluctant to risk of making mistakes and more likely to do a standard duty, which implies the danger of de-professionalisation and hinders innovation and novelty in VET settings.
ReferencesAtkins, L. (2017). The odyssey: school to work transitions, serendipity and position in the field. British Journal of Sociology of Education, 38(5), 641–655. https://doi.org/10.1080/01425692.2015.1131146
Avis, J. (2003). Re-thinking trust in a performative culture: the case of education. Journal of Education Policy, 18(2), 315-332. https://doi.org/10.1080/02680930305577
Biesta, G. (2009). Good education in an age of measurement: on the need to reconnect with the question of purpose in education. Educational Assessment, Evaluation and Accountability, 21, 33–46. https://doi.org/10.1007/s11092-008-9064-9
Braun, V., & Clarke, V. (2006). Using thematic analysis in psychology. Qualitative Research in Psychology, 3(2), 77–101. https://doi.org/10.1191/1478088706qp063oa
Donovan, C. (2019b). Distrust by design? Conceptualising the role of trust and distrust in the development of Further Education policy and practice in England. Research in Post-Compulsory Education, 24(2-3), 185–207. https://doi.org/10.1080/13596748.2019.1596414
Ehren, M., & Baxter, J. (2021a). Trust, accountability and capacity in education system reform: global perspectives in comparative education. Routledge.
Ehren, M., & Baxter, J. (2021b). Trust, accountability and capacity: three building blocks in education system reform. In M. Ehren & J. Baxter (Eds.), Trust, accountability and capacity in education system reform: global perspectives in comparative education (pp. 1–29). Routledge.
Hautz, H. (2022). The ‘conduct of conduct’ of VET teachers: governmentality and teacher professionalism. Journal of Vocational Education & Training, 74(2), 210–227. https://doi.org/10.1080/13636820.2020.1754278
Kroeger, F. (2019). Unlocking the treasure trove: how can Luhmann’s theory of trust enrich trust research? Journal of Trust Research, 9(1), 110–124. https://doi.org/10.1080/21515581.2018.1552592
Luhmann, N. (2017). Trust and power. Edited by C. Morgner & M. King. Polity.
Möllering, G. (2006). Trust: reason, routine, reflexivity. Emerald.
Möllering, G. (2013). Process views of trusting and crisis. In R. Bachmann & A. Zaheer (Eds.), Handbook of Advances in Trust Research (pp. 285–305). Edward Elgar.
O’Leary, M. (2013). Surveillance, performativity and normalised practice: the use and impact of graded lesson observations in Further Education colleges. Journal of Further and Higher Education, 37(5), 694–714. https://doi.org/10.1080/0309877X.2012.684036
Skinner, D., Dietz, G., & Weibel, A. (2014). The dark side of trust: when trust becomes a ‘poisoned chalice’. Organization, 2(1), 206–224. https://doi.org/10.1177/1350508412473866
Sztompka, P. (2019). Trust in the moral space. In M. Sasaki, M. (Ed.), Trust in contemporary society (pp. 31–40). Brill.
van Maele, D., Forsyth, P., & van Houtte M. (2014). Trust and school Life: the role of trust for learning, teaching, leading and bridging. Springer.
02. Vocational Education and Training (VETNET)
Poster
Teachers' Implementation of the Theme Life Skills in Teaching through School-Based Vocational Pedagogical Development Work
Marie Syverstad, Aina Kristiansen, Kaija-Liisa Magnussen
Oslo Metropolitan University, Norway
Presenting Author: Syverstad, Marie;
Kristiansen, Aina
Public health and life skills in schools can have multiple focuses. On one hand, public health and life skills may involve what students should learn about topics related to public health and life skills within academic subjects. On the other hand, it refers to the school's role in promoting students' health and their ability to navigate their own lives through inclusion, tailored education, conducive learning environments, and student-teacher relationships, among other factors (Uthus, M. 2020). This article addresses life skills from a broad perspective, where students have oriented their development projects towards academic subjects, personal plans, and the mastery of both school life and personal lives.
The article investigates the experiences students have with the theme of life skills in schools and how Vocational Education Development Work has contributed to changing practices in their own teaching. The overarching goal was to follow students in their projects with a focus on life skills in vocational education. In this context, the students are 17 teachers at a secondary school in Viken, instructing in three different program areas: health and social care, electrical and data technology, and technology and industrial studies.
The research question is: How do teachers implement the theme of life skills in vocational education through Vocational Pedagogical Development Work?
This is a subproject within the action research project; LUSY (LUSY: Teacher training schools and teacher education enterprises in Vocational Teacher Education). The theoretical foundation of LUSY adopts a pragmatic and critical perspective on learning, education, and research, as reflected in this article, supplemented with perspectives related to life skills. As authors, we conducted research with teachers on how teachers, as students in the Vocational Pedagogical Development Work program, have implemented the theme of life skills in their projects. The purpose of this project is to develop their own practices within the theme of life skills.
Action research is about a critical and self-critical process that can lead to changes individually and collectively within an organization. This involves a change in what we do, in how we think, how we express ourselves, and a change in how we relate to others and the circumstances around us (Kemmis, 2009).
The action research process consisted of various cycles with the goal of implementing life skills in education to develop individual practices. These cycles included gatherings at the teachers' own school. We conducted dialogue-based teaching and guidance tailored to the participants' needs with their various development projects. We implemented surveys to assess, two assignments were presented collectively in the group; contributing to shared reflections. As researchers, we kept logs of each session with our reflections on the process. Finally, there was a written and oral examination.
In all phases of planning, implementing, and reflecting on the development projects, action group participants have been involved through collaboration and dialogue (Kemmis, 2009).
Developing within a professional community involves collectively generating new thoughts and actualizing and experimenting with ideas in collaboration with others. This theory is referred to as the socio-cultural learning theory, where learning and development are seen as a dialectical process (Säljö, 2021, p.111).
In organizational learning, the theory of Peter M. Senge (1990) is often highlighted. This is a appreciative theory with a focus on how organizations can evolve over time. The attention to this theme and the practical challenges within organizational learning have earned this theory recognition in research in the field (Eikeland, 2022, p. 133).
Methodology, Methods, Research Instruments or Sources UsedIn this study, we have chosen a qualitative design with a phenomenological approach to illuminate teachers' experiences with and understanding of the interdisciplinary theme of Life Skills in schools and with Vocational Pedagogical Development Work (Johannessen et al., 2016, p.82).
The empirical basis is grounded in various qualitative methods aimed at providing a better and deeper understanding of the issue (Kvale & Brinkmann, 2015). This includes plans for the Vocational Pedagogical Development Work (YPU) study, researchers' meeting notes and logs, analysis of teachers' exam responses as students, as well as guidance and group discussions followed by a survey.
We have employed method triangulation, combining different data collection methods to enhance the validity and reliability of our findings, and to provide a more nuanced perspective. In this context, we initiated the process with reflection groups involving teachers. Through open discussions and sharing of experiences, we gathered qualitative insights into their perspectives and experiences. These reflection groups were supplemented with a qualitative survey. To further understand the context and validate our findings, the analysis of teachers' exam responses has been a crucial component of our analytical work.
The survey-data were analyzed using qualitative methods. We employed qualitative content analysis to identify thematic patterns and interpretations of participants' responses to open-ended questions (Tjora, 2021, p.217).
The analysis was conducted by carefully reviewing the exam responses. Initially, we utilized thematic analysis by coding and categorizing the content of the texts in connection with our research question.
We also analyzed our own logs from the gatherings related to the Vocational Pedagogical Development Work (YPU) study. Through analyzing the exam texts, our goal was to gain deeper insights into teachers' experiences with the theme of Life Skills and how they had conceptualized the term Life Skills, implementation, and their approach to incorporating the theme into their own teaching. Tjora (2021) suggests that a discourse analysis of texts is appropriate when one "particularly seeks to identify text/practice as reality-constructing."
Given that we actively participated in the gatherings, which limited our opportunity for real-time observation, we wrote logs after each session. The logs served as a summary of our discussions with the teachers and observations made during the sessions.
We analyzed these logs to comprehend and contextualize our role, perspective, and any potential influence on data collection and interpretation (Tjora, 2021, p. 204).
Conclusions, Expected Outcomes or FindingsPreliminary findings from the qualitative survey conducted before the submission of exam responses indicate that YPU in their own workplace has allowed teachers to focus more on the theme of life skills, bringing it to the forefront and integrating it into their daily routines. Throughout the process, students have worked independently on their projects, and the workplace has served as a meeting place for sharing experiences and competence development. The teamwork among the teaching staff and insights from others' projects are highlighted as valuable and contribute to professional enrichment. Guidance and research collaboration between us as researchers from OsloMet and the teachers as students provide motivation for YPU projects.
Furthermore, we will highlight how the students' YPU reports demonstrate their implementation of life skills into their own teaching. In conclusion, we discuss how the students plan to integrate their work from YPU into their ongoing practices.
The exam responses underscore the complexity of the life skills concept, and teachers' work through Vocational Pedagogical Development (YPU) has resulted in projects with variation in themes. We ended up with two main categories:
1. Content, what teachers associate with the theme of Life Skills
2. Methodical / didactic – how the theme of Life Skills is implemented
Through working with these main categories, we also discovered that some teachers focused more on an individual level, while others had a focus on the school level. However, we also found that work at an individual level can influence the class or school level, and that projects with a main focus on the school level also had implications at the individual level.
ReferencesBakken, A. (2022). Ungdata 2022. National Results. NOVA Report 5/22. Oslo: NOVA, OsloMet
Brevik, L. M., Gudmundsdottir, G. B., Barreng, R. L. S., Dodou, K., Doetjes, G., Evertsen, I., Goldschmidt-Gjerløw, B., Hatlevik, O. E., Hartvigsen, K. M., Isaksen, A., Magnusson, C., Mathe, N. E. H., Siljan, H., Stovner, R. B., & Suhr, M. L. (2023). Mastering life in 8th grade. Perspectives on life skills in the classroom in seven subjects. Report 2 from the research and evaluation project EDUCATE at the Institute for Teacher Education and School Research, University of Oslo. DOI: 10.5281/ZENODO.8012569
Bru, E., Idsøe, E. C. & Øverland, K. (2016). Mental Health in Schools (Ed.).
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Danielsen, G. A. (2021). The Teacher's Work with Life Skills. Fagbokforlaget.
Eikeland, O. (2022). On the trail of a seventh constitution. New Deal Publishing.
Holmberg, B. J. & Engebretsen, B. C. (2022). Social Self-perception and Life Skills in School. Cappelen Damm Akademisk
Johannessen, A., Tufte, P. A., & Christoffersen, L. (2016). Introduction to Social Science Research Methods. Abstrakt forlag
Kemmis, S. (2009). Action Research as a Practice-Based Practice. Educational Action Research, 17(3), 463-474. doi: 10.1080/09650790903093284
Klomsten, A. T. & Uthus, M. (2020). A Slow Transformation. A qualitative study of students' experiences of learning about mental health in school. Nordic Journal for Education and Practice. 14(2), 122-139. https://doi.org/10.23865/up.v14.2210
Koritzinsky. (2021). Interdisciplinary Deep Learning: About and for Democracy and Citizenship - Sustainable Development - Public Health and Life Skills. Universitetsforlaget.
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Myskja, A. & Fikse, C. (2020). Perspectives on Life Skills in School. Cappelen Damm Akademisk
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Roland, P. (2015). What is implementation? Roland, P. & Westergård, E. (Ed.), Implementation: Translation of theories, ideas, activities, and structures into practice (pp.20-37). Universitetsforlaget.
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Senge, P. M. (1999). The Fifth Discipline: The Art of Developing the Learning Organization. Egmont Hjemmets Bokforlag.
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Tjora, A. (2021). Qualitative Research Methods in Practice. Gyldendal.
Vangrieken, K., Dochy, F., Raes, E. & Kyndt, E. (2015). Teacher collaboration: A systematic review. Educational Research Review, (15), 17-40. https://doi.org/10.1016/j.edurev.2015.04.002
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