Teachers’ and School Leaders’ Perceptions of Further Education and Learning in School

May Britt Postholm; Klara Rokkones

doi:10.4236/ce.2015.623252

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CE> Vol.6 No.23, December 2015

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Teachers’ and School Leaders’ Perceptions of Further Education and Learning in School ()

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DOI: 10.4236/ce.2015.623252 2,573 Downloads 3,553 Views Citations

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May Britt Postholm^*, Klara Rokkones

Affiliation(s)

Programme for Teacher Education, Norwegian University of Science and Technology, Trondheim, Norway.

ABSTRACT

This article focuses on further education of teachers and the importance of the relationship between further education and the visions and development strategies of schools. The study shows that if further education is to contribute to change and development in schools beyond what individual teachers learn, the school has to be organized as a learning community. This means that the school must have a vision. This in turn demands that schools are led in a manner that allocates arenas and room for communication where visions and targets can be formulated and understood through common dialogue.

KEYWORDS

Further Education, Learning in School, Learning Community, Qualitative Method

Cite this paper

Postholm, M. and Rokkones, K. (2015) Teachers’ and School Leaders’ Perceptions of Further Education and Learning in School. Creative Education, 6, 2447-2458. doi: 10.4236/ce.2015.623252.

Conflicts of Interest

The authors declare no conflicts of interest.

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