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558 A.-C. Wennergren and K. Rönnerman
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Texts written by individuals and groups concerning the use of tools were read.
Similarities and differences in the data were searched for.
Three different aspects connected to the use of tools were found; tools used individually,
tools used together with a colleague or tool used in the group.
In the following section each of these three aspects are presented, followed by a series
of reflections. As this process has involved co-created knowledge, we are aware of the
problematic situation when two authors have tried to give voice to 50 participants.
The text that follows is based on the cooperative analyses as well as our own concluding
analysis. The written findings have been formulated as ‘thick descriptions’
(Lincoln & Guba, 2002) not in the sense of being long and detailed, but in the sense
that they are as transparent as possible to all readers, not only to the participants. We
have tried to make the text as multi-vocal as possible so as to ensure that the teachers’
voices are present in our texts.
Findings
Tools used individually
Individual writing. Keeping a learning-log may be seen as a form of individual writing
that enables some of the teachers not only to have better access to their own thoughts,
but also gives them an opportunity to return to these for renewed reflections. When
writing, teachers are also formulating their thoughts:
Because I have to formulate my thoughts it is a useful tool. It allows me to go back and
find out more about my thoughts and also ask myself why. It is perfect for analysing the
past and a powerful tool for me. (Teacher D)
As for regular use of the log, the participants’ evaluation of the importance of writing
differed widely. Some discovered a learning medium; some did not bother at all, while
others could not find the necessary motivation.
I have no experience of doing this, it is difficult to find time to write and I can’t see the
purpose of it. (Teacher E)
Because I don’t write continuously it is impossible to find any conclusions. (Teacher A)
Video documentation. This was the second individual tool used. Although the video
camera was not used regularly, all of the participant teachers tried to use it as an
observation tool. While cognisant of the value of an in-depth analysis of a classroom
situation, many added at the same time that it was very time-consuming work.
I would like to use video more, but I can’t find the time. I’m dubious. It demands many
steps; finding a camera that works, a tape, then to watch and analyse. (Teacher D)
In the analysis work they discovered that the reality in the classroom was not
precisely what they had assumed it would be. The participant teachers used the
metaphor of the ‘eye’ as they discovered new possibilities in their analyses, since they