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Tensions in communication Teachers and academic facilitators in a critical friendship
Malmö universitet, Fakulteten för kultur och samhälle (KS), Institutionen för konst, kultur och kommunikation (K3).
2018 (engelsk)Inngår i: Action Research, ISSN 1476-7503, E-ISSN 1741-2617, Vol. 16, nr 1, s. 7-24Artikkel i tidsskrift (Fagfellevurdert) Published
Abstract [en]

This paper concerns the complex relationships between external facilitators and teachers in action research, as they work in a critical friendship to develop interaction in specific ways that open up rather than shut down communication and learning. The aim is to contribute with knowledge about interpersonal communication between academic facilitators and teachers in a development process where the teachers had a lack of influence in the initial phase of the project. The findings reveal that communication in a context of incompatible positions and professional distance did not lead to further communication, whereas communication in a context of confidence, mutual reliance, and challenge opened up possibilities for further dialogue. We identified three aspects affecting communication: absence of ownership of specific problems, trust without relationship, and courage before trust. Implication for the action research community is the importance of making strategies for critical friendship explicit. This assists for teachers to internalize the role.

sted, utgiver, år, opplag, sider
Sage Publications, 2018. Vol. 16, nr 1, s. 7-24
Emneord [en]
Critical friendship, courage, ownership, shadowing, trust, academic facilitator
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Identifikatorer
URN: urn:nbn:se:mau:diva-2035DOI: 10.1177/1476750316660365ISI: 000429745100002Scopus ID: 2-s2.0-85044104978Lokal ID: 26626OAI: oai:DiVA.org:mau-2035DiVA, id: diva2:1398777
Tilgjengelig fra: 2020-02-27 Laget: 2020-02-27 Sist oppdatert: 2024-02-06bibliografisk kontrollert

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