Browsing by Subject "itseorganisoituminen"

Background: Complexity theory describes a system that evolves and adapts to its environment as a complex adaptive (CAS) system. Renewal is presented as a collective and systemic process. The process begins in unstable stage caused by changes in conditions. This study examines teachers' experiences of the nature and conditions of collaboration in a stable and unstable state in five primary schools in Finland, from the lens of complexity theory framework and Innovative school model Problems: The aim of the study is to find out how teachers describe collaboration, leadership, competence and competence development, networking, and resources in a stable and unstable state, and how these components change with forced renewal in the Covid Age. Methods: The data consists of surveys collected in autumn 2019 (n = 61) and interviews conducted in May 2020 (n = 10). The data was analysed with qualitative content analysis. Results: The following was identified from teachers' experiences: 1) In contact education teachers implemented collaboration utilizing teamwork structures to varying degrees. During distance education, teachers changed their teamwork methods, either in a managed or self-organizing and need based way. They also took advantage of the possibilities of technology. 2) The guidance of both upper management and the school's own management or the lack of guidance in responding to distance education was emphasized. 3) There was both an adequate and inadequate level of competence during both contact and distance education. The distance education period made the differences transparent especially in teachers' digipedagogical skills. The use of technology and the development of teachers' skills during the period of contact and distance education were supported by teachers' learning and development activities, as well as sharing of knowledge. During the distance education period, there were positive changes in the conditions of school development and in attitudes towards development. Collaboration with families was emphasized during distance education. 4) Inadequate resources were emphasized in contact education. In distance education the students' own and school-borrowed equipment, changes in operating conditions and the increase in working hours were emphasized. Conclusion: Distance education became a cross-cutting development target for school actors and activities. Communities and networks, such as families and the entire education system, were connected by the common need for development. The forced development activities brought about the development of competence and changes in teachers' attitudes towards the development of one`s own operations and the pedagogical use of technology. Teachers also relied on their colleagues support and recognized its importance more than before. At the same time, rapid change and the use of technology caused negative changes such as workload and stress. Practices that support school activities, developed at both the individual and community levels, should be utilized in the development of post-covid education and interaction.