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Education Research International
Volume 2017, Article ID 4851067, 12 pages
Research Article

Coexisting Needs: Paradoxes in Collegial Reflection—The Development of a Pragmatic Method for Reflection

Department of Health and Society, Kristianstad University, 291 88 Kristianstad, Sweden

Correspondence should be addressed to Marie Nilsson; es.rkh@nosslin.eiram

Received 6 April 2017; Revised 24 June 2017; Accepted 17 August 2017; Published 28 September 2017

Academic Editor: Angelica Moè

Copyright © 2017 Marie Nilsson et al. This is an open access article distributed under the Creative Commons Attribution License, which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited.


This paper addresses a feasibility study of a method for recurrent collegial reflection. A qualitative approach, using a participatory research design, was adopted. The collegial reflection was implemented in a school, in a middle-sized municipality in southern Sweden, with 21 teachers participating in the intervention. Data collection included digital recordings of collegial reflection, open questions by mail, and individual interviews. Findings indicated one major theme, paradoxes in the design of the collegial reflection, and three categories: wanting to decide and wanting to be guided; meeting each other as teachers and/or as persons; and looking for the safe and/or looking for the new. Before implementing the method in another context, management needs to appreciate these contradictory experiences, allow for voluntary participation, address participants’ expectations, and allocate time and tasks. This study implicates that collegial reflection may contribute to teachers’ professional development, and it is thereby relevant to teachers’ classroom practice and pupils’ learning. We conclude that, by creating a structure which supports teachers’ collegial reflection, the school may function as a supportive environment, which may contribute to teacher retention.