Teacher's development of practice. A struggle for visibility, recognition and influence
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The article discusses a completed research and development project aimed at finding ways to improve teachers’ assessment methods and develop a Norwegian school into a learning organization. The project used a bottom-up design, in which action learning based on colleague observations and systematic sharing of knowledge and reflections was employed to enhance knowledge creation and collective learning. A further important aim was to develop a sustainable practice that would persist after the researchers had left the field. The article explores the teachers’ learning experiences in a followup study two years after the departure of the researchers. The teachers’ learning is studied in the frame of agency and discursive practices, and in this respect the influence of structural and individual factors is discussed. The results indicate that the teachers gained in terms of the work related to development. However, they struggled individually when not acting collectively in their efforts to establish a learning organization.