Authentic Cases Derived From School Practices: Learning Resources in School Leadership Development

• In Event: Roundtable Session 28
  In Roundtable Session: International Perspectives of Effective School Leadership Development

Abstract

This article examines how authentic cases facilitate problem solving in teams of school leaders when they are used as learning resources in school leadership development programs. The analysis is informed by cultural-historical activity theory (CHAT). Interactional analysis is used to analyze video-data of each team’s work. The preliminary findings show that team member interactions, the tools being used, and the particularities of the cases impact the solutions that teams produce. This study arguably contributes to our understanding of how authentic cases may serve as learning resources at an empirical level. Moreover, it describes how CHAT carries explanatory potential for revealing and theorizing about the evolution of problem solving when authentic cases are utilized as learning resources.

Authors

• Kirsten Foshaug Vennebo, University of Oslo

• Ruth Jensen, University of Oslo