Forhindringer for samarbejde om pædagogisk udvikling mellem skoleledere og lærere: Belyst gennem et aktionsforskningsprojekt i erhvervsuddannelserne

The article is based on analysis from an action research project carried out on four vocational schools in Denmark. The project has been launched to find possible solutions to a recognisable problem that educational development projects do not have sufficient visible contagion on existing school practices. The initiators of the project have the assumption that collaboration between school leaders and teachers on the development of educational practice can be a way to strengthen an organisational framework towards a collective approach to development and thus support the transition from development to new practice. The results of our analysis point three overarching conditions that create obstacles for collaboration between school leaders and teachers and thereby for educational development work in the form of exploratory and experimental work to be translated and incorporated into daily practice. The first factor that creates obstacles is related to political and governance matters. The second factor is the contradiction between development and operation. The third factor is the difference between management rationale in management and teacher work. The analysis shows that different interests and perspectives on what constitutes an educational practice seems to create tension. Such tension can hinder new knowledge and the development of practices that are the very purpose of the action research approach.