Dialogkompetens i skolans vardag - Publikationer - LTU - Luleå ...

562 A.-C. Wennergren and K. Rönnerman
constructive response in the spirit of critical friendship. In the introductory stage,
some found it difficult to grasp the situation that the facilitator was part of these
dialogues as one of the participants in the group.
After the first meeting [without being aware] we regarded the facilitator’s writing on the
network as concluding the dialogue. But we want her to participate on equal terms as the
rest of us. (Teacher C)
Diverging opinions can also be found, for instance with regard to the web dialogues
as a form of group guidance from a distance.
It’s like a collegial guidance on an equal basis. (Teacher E)
Dialogues on the Web require openness, a personal motivation and an understanding
that this forum requires both input and response. Teachers who were able to engage
in the web dialogue as if it were analogous to writing their log found it easier to understand
that a web dialogue could contribute to learning.
Getting a response to my reflections from the group is of great value for me. But the most
important thing for me is my own writing. Writing on the web also starts a process of more
systematically reading my reflections in the learning-log. (Teacher A)
The feeling of being a member of a group is not so apparent in a virtual forum of
this kind. According to the participants, physical meetings ensured that the web
dialogue would be enriching. Many, however, were not sure about what could be
written or what sorts of response were relevant, and could not therefore find any justification
for their participation:
I’m not participating in the web-dialogue. I wonder if it is because of lack of time or motivation.
(Teacher B)
Overall, the web dialogue is the tool that received the most varied reactions. For
some, the lack of experience of computer use made being a participant in the web
dialogue frustrating. At the same time, this tool was an important factor because of
the physical distances involved and, most of all, for those who had minimal support
at their local school. Even if it did not give input to everybody, it seems to have
created some reflections.
Facilitating. The most obvious effect of the facilitating activities is that teachers
began to comment on their increased work-related consciousness. Most of the teachers
participating in the project had not participated before in facilitating, and were
rather sceptical at the outset of the project. The picture, however, was quite different
after an intensive period during the launch days.
I have never participated in facilitating before. I get a positive feeling when someone
collects the questions and reflections from the group and leads the dialogues in a direction.
I am proud of our dialogues and I could, at a very early stage, discern a progress in our
changing process. (Teacher C)
In the beginning I thought that the facilitator had some answers to our questions. But then
I realised that it is up to me to search for them. (Teacher B)