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Peer relations in peer learning

Over the last decades, much research on peer learning practices has been conducted. Quantitative, experimental designs focusing on problems of cause and effect dominate. Consequently, effects on achievement are well documented, as is the influence of different conditions on the effect rate. In spite of the general acknowledgment of the importance of peer learning and a large amount of research on collective learning practices, questions regarding the quality of peer interaction, and how peer relations influence learning, are not well elaborated. This paper complements the discussion on effect focusing on the processes of interaction between peers, and relates these to theoretical perspectives on learning as fundamentally social. Inspired by meta-ethnography an integrative analysis across seven qualitative studies was accomplished. The approach enabled an investigation of peer interactions in different educational settings. The analysis elaborates on how instructional designs and students’ relational knowledge mediate interaction in peer learning. The paper further discusses the potential of approaches synthesising qualitative studies as a tool in qualitative research.

Partnership in teacher education – a research mapping

Abstract This mapping of research on partnership in teacher education provides an overview of themes and analyses problems identified in the studies that were included. The mapping gives a status of research in the field; identifies knowledge gaps and suggests improvements in partnership models. Studies included describe partnerships as complex and resource-intensive cross-institutional infrastructures for knowledge sharing, with the ambition to enhance the practice-relevance of teacher education, bridge theory and practice and support mentoring and professional learning. How well partnerships function depends on how they are structured, responsibilities defined and work divided. The studies reveal tensions at all levels, and argue for the need for competent academic leadership in the establishment, running and renewal of partnerships. A major challenge is how to establish and maintain productive learning relations between the partners. As some current models appear to be dysfunctional, there is an obvious need for innovative thinking in teacher education partnerships.

Productive Learning Cultures : An African-Norwegian Collaboration Balancing Academic Quality with Substantial Support

The aim of this article is to describe and critically reflect on a research and development program called Productive Learning Cultures, which has the following aims. Firstly to strengthen research and supervisory capacity at doctoral level and secondly to develop research based knowledge in the areas of Indigenous Knowledge Systems and Information Communication Technologies and learning. The program involves an inter-country education collaboration between one developed country (Norway) and five countries, developing or in transition, in sub-Saharan Africa. All the universities involved in the project are facing similar challenges when it comes to meeting international expectations of academic standards of excellence. Sharing knowledge through networking across the borders is one way of dealing with global changes. The discussion will pay special attention to the driving values such as trust, partnership equality, academic quality and accountability that shaped the conceptualisation, implementation and program outcomes. The paper will end by reflecting on how two design elements, namely substantial support and competence building for all involved affected the long term sustainability of the cooperation.

Teacher evaluation as a wicked policy problem

Abstract While it is generally assumed that the aim of teacher evaluation is to formatively support teachers’ professional development, research finds that teacher evaluation practices are predominantly summative. This paper describes a Norwegian governmental policy experiment aiming to overcome this fallacy through a bargaining process, where experience-based knowledge was combined with research evidence. When preparing to introduce teacher evaluation, the Ministry of Education and Research commissioned a group of researchers and a group representing practitioners to identify teacher evaluation practices that are conducive for educational quality. Drawing on experiences from the policy experiment, the article discusses three approaches to teacher evaluation: the political, the administrative and the professional. The analysis indicates that successful implementation of interventions needs a new educational infrastructure and professional school leadership. One conclusion is that teacher evaluation cannot be successfully implemented through traditional linear approaches. A more productive approach is to treat it as a wicked problem.

A Zone for Deliberation? Methodological Challenges in Fields of Political Unrest

This article outlines certain problems and challenges facing the qualitative researcher who enters fields that are either extremely difficult to access or potentially hostile towards outsiders. Problems and dilemmas in such contexts are highlighted by reference to fieldwork research among PKK (Kurdistan Workers Party) guerrillas in North Kurdistan, Turkey. The article is part of a larger study on knowledge production and identity development in the PKK. The theoretical foundation draws on the Freirian tradition that is also labelled emancipatory or liberating research. The article discusses challenges within this particular line of research and presents the idea of a ‘zone for deliberation’ as a potential arena for developing intersubjective understanding in cases when the experiences of informants and interviewer are culturally and politically diverse.