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International Review of Education

, Volume 61, Issue 6, pp 761–778 | Cite as

Development of analytical competencies and professional identities through school-based learning in Denmark

  • Bent B. Andresen
Original Paper
First Online:

Abstract

This article presents the main results of a case study on teachers’ professional development in terms of competence and identity. The teachers involved in the study are allocated time by their schools to participate in professional “affinity group” meetings. During these meetings, the teachers gather and analyse school-based data about factors which persistently create and sustain challenges in effective student education (grade K-10). This process improves their understanding and undertaking of job-related tasks. The affinity group meetings also influence the teachers’ professional identity. The research findings thus illustrate the fact that the analytical approach of affinity groups, based on the analysis of the difficulties in their daily job, provides good results in terms of competencies and identity perception. In general, as a result of meeting in affinity groups, adult learners develop professional competencies and identities which are considered crucial in rapidly changing schools characterised by an increased focus on, among other things, lifelong learning, social inclusion, school digitalisation, and information literacy. The research findings are thus relevant for ministries and school owners, teacher-trainers and supervisors, schools and other educational institutions, as well as teachers and their organisations worldwide.

Keywords

Adult learning Work-based learning Professional development Identity formation Analytical practice Professional affinity groups Inclusive schools 

Résumé

Développer les capacités d’analyse et les identités professionnelles à travers l’apprentissage en milieu scolaire au Danemark – Cet article présente les principaux résultats d’une étude de cas menée sur le développement professionnel des enseignants en termes de compétences et d’identité. Les établissements des enseignants impliqués dans l’étude leur accordent des plages de temps pour participer à des réunions de « groupes d’affinité professionnelle ». Les enseignants y collectent et analysent les données scolaires relatives aux facteurs qui créent et maintiennent des défis persistants à l’enseignement efficace des élèves (10e classe). Cette initiative les aide à mieux cerner et à entreprendre des tâches relatives à leur travail. Ces réunions influencent en outre l’identité professionnelle des enseignants. Les résultats de l’étude illustrent ainsi le fait que l’approche analytique des groupes d’affinité, consistant à analyser les difficultés rencontrées dans leur quotidien professionnel, s’avère concluante en termes de compétences et de perception identitaire. Sous l’effet de ces réunions de groupes, les apprenants adultes développent globalement des compétences et identités professionnelles jugées décisives dans le contexte d’écoles en rapide évolution, de plus en plus influencées entre autres par l’apprentissage tout au long de la vie, l’inclusion sociale, la numérisation scolaire et la maîtrise de l’information. Les résultats de l’étude sont par conséquent exploitables dans le monde entier par les ministères et directeurs d’établissements, formateurs des formateurs et inspecteurs, écoles et autres établissements éducatifs, ainsi que par les enseignants et leurs organisations.

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Copyright information

© Springer Science+Business Media Dordrecht and UNESCO Institute for Lifelong Learning 2015

Authors and Affiliations

  1. 1.The Danish School of EducationAarhus University2400Denmark

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