Teachers' Perceptions of Their Collective and Individual Learning Regarding Classroom Interaction.

ABSTRACTBackground: Improvement in classroom interaction is a significant part of teacher profession that is often overlooked. The Norwegian Ministry of Education established a national initiative to develop lower secondary schools in the fields of reading, writing, numeracy and classroom management from 2012 until 2017. It provides a context where teachers’ collective and individual learning in classroom interaction was explored.Purpose: The purpose of this paper is to describe teachers’ perceptions of their collective and individual learning and explore the facilitators for learning possibilities in classroom interaction.Sample, design and method: A qualitative study was conducted in 14 Norwegian secondary schools, among 76 teachers. Data were based on focus group interviews and logs. A thematic approach was used to analyse the data.Results: The results indicated that teachers’ learning regarding classroom interaction is highly individual. Teachers’ reflections around their own practices after the lesso...