Når vi ikke kjenner fremtiden; Scenarioer som metode for skoleutvikling?

Abstract

In this chapter, we focus on how action research can help to improve learning in nationally initiated school development processes. The empirical material in this study is derived from the implementation of the national project “Ungdomstrinn i utvikling” (UiU). Through UiU, we have worked with school development in six municipalities, where we have facilitated future stories or scenarios in the process of helping schools to reflect on their devlopement. In order to study the schools work on improvement, our study illustrates how scenario narratives can be used as a method to promote involvement, collective learning and contribute to school development. Six different scenario stories based on three different theories formed the basis of the participants’ discussion and reflections on the improvement work. Each theory forms the basis for a success narrative and a failure narrative around the implementation of UiU. The topic of the article is: In what ways can scenarios be used as a method for developing schools? We find that use of scenarios help both teachers and school leaders thinking outside the box. The scenarios can give participants the opportunity to anticipate changes at their own school and in this way, create a base for learning. The article focuses on both the teachers involved and ourselves as action researchers.