Ledarskap och professionellt lärande i geografiskt perifera grundskolor: en etnografisk studie av relationen mellan praktiker samt deras arrangemang

Abstract in English

Leadership and professional learning are extra important in geographic peripheral schools because there is a spatial inequality according to education development. In addition, the Swedish law tells that teaching should be based on a scientific foundation and proven experience. In the absence of scientific studies on teaching in small geographic peripheral schools, structures are needed to strengthen proven experience through professional learning. The focus is the relationship between leadership practices and teachers’ professional learning practices in small geographically peripheral primary schools. The study uses the theory of practice architecture to analyse the data from an ethnographic study in three village schools. The findings show that professional learning practices in village Schools occur through spontaneous conversations, while in the district, meetings need to be planned due to geographical spread. The relationship between practices is mutually dependent. Leadership practices have been distinguished from predetermined leadership positions. Leadership could be understood as project protector or as organisers. Practices of community development have been identified in ecologies of practices.