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560 A.-C. Wennergren and K. Rönnerman
owner of the question, which also implies taking responsibility for the action research
process. In this case, the questions raised in shadowing formed the basis for the main
development question formulated together with colleagues, which also gave the feeling
of being involved in the process:
The kick off gave me the feeling of creating the project together with my group. (Teacher C)
As a practitioner I do feel like we own the question we have created. (Teacher D)
All of the participants agreed that the opportunities for shadowing colleagues, and/or
themselves being shadowed, increased understanding and led to a greater awareness
of various classroom cultures. They described shadowing as an experience of mirroring
their own classrooms. It also motivated and inspired participants to improve their
own practice.
The feeling I experienced is like studying myself [in the classroom] from a distance. The
questions and reflections raised in someone else’s practice are actually meant for me.
(Teacher G)
The responses derived from the shadowing situations range from confirmations to
challenges. Although the participants asked for challenges, as response-givers they
provided little in terms of input during the first year. Later on, however, when analysing
other participants’ responses, they realised that there was a gap between what they
wanted to give, and what they actually gave to colleagues. For this reason, they asked
each other, when giving feedback, for a balance between confirmations and challenges.
Write the criticism in an understanding way and don’t forget the positive aspects. Ask
questions of the teacher who is the focus of your shadowing. The negative criticisms and
the confirmation should be in balance. (Teacher C)
Positive responses in the form of confirmation may be looked upon as a strategy
towards bolstering self-confidence and establishing a sense of mutual trust among the
participants. Nevertheless, assessment must be specific. General praise, such as ‘fine’
and ‘good’, is, according to classroom observations made by Dysthe (1993), seldom
considered of any real value.
It doesn’t give me anything when the response is indifferent or mediocre. When the shadowing
teacher is critical it leads me to enter deeply into my reflections. (Teacher D)
Neither excessively critical responses nor extremely hard challenges benefit the learning
process, when bearing in mind that the purpose for the participants is to be one
another’s critical friend in the ZPD. During a session focused on defining the role of
a critical friend, the teachers stressed that in the beginning it was difficult to deal with
challenges.
You need support and confirmation to know if you have found a practical solution. When
someone is shadowing me I ask for challenges, at first it is difficult to face, but it is a necessity
from the perspective of improving practice. (Teacher G)
Being in the role of the giver of a response involves a period of learning about how
to use shadowing as a tool. Some participants found it easier to ask for responses than
to give them to others.