The accidental learner: experiences from participation in classroom research

Abstract

This paper brings into focus what can happen when a person is both a researcher and a teacher in two different classrooms almost at the same time. In the two classrooms project work is the subject of inquiry and the working method used. The aim of the research was to figure out how group work and collaborative processes function during project work, and to compose and present a kind of ‘thinking tool’ for other teachers to use when reflecting over their own teaching. Both the researcher and the informant maintain that they influenced each other. The paper also shows that the teacher/informant interactions in addition mediate the researcher’s work as a teacher.

Notes

* Corresponding author: Department of Education, Norwegian University of Science and Technology, 7491 Trondheim, Norway. Email: [email protected]

The Norwegian curriculum is divided into three sections. The first section discusses general goals to be worked on in school to contribute to a holistic development (the general section). Section two describes principles and guidelines that teaching should observe. Section three considers subject contents (the subject syllabus section).

Additional information

Notes on contributors

May Britt Postholm *

* Corresponding author: Department of Education, Norwegian University of Science and Technology, 7491 Trondheim, Norway. Email: [email protected]