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Beschrijving: Collaborative learning in organizations is a very important topic in dealing with the question how organizations can transform themselves in learning organizations and respond effectively with changing demands.The topic of collaborative learning has been analyzed from the perspective of different conceptual frameworks and theories. Management theories have focused on the ways in which organizational learning in organizations contributes to a better competitive position. Psychological theories have focused on the features of human learning within the contexts of organizations, while sociological and anthropological frameworks have highlighted the features of the social-cultural context surrounding the learning process. The present research studies collaborative learning in educational organizations in an interdisciplinary manner and explores the influence of a multi-leveled context on organizational learning. The institutional context, the educational context and the general, macro-political, social-cultural and economic contexts are included in studying the emergence and change of collaborative team learning over time. This study analyzes the IPA and PRIEPEB projects, both educational reform projects on the island of Aruba, and explores several theoretical frameworks relevant to understanding practices of collaborative learning in these projects. The central question is: How can collaborative and situated learning contribute to the development of organizations? Development is understood as self-realization. Departing from this developmental framework, the empirical data of the two cases have been analyzed and the general conclusion drawn: Authentic development of organizations through processes of collaborative and situated learning is feasible, but requires specific favourable conditions on multiple levels if it is to be sustained over time. Emerencias study exemplifies a naturalistic practitioners and insiders research, as she was actively involved as co-creator of both projects described in her study. Covering a period of fourteen years, this study comprises a longitudinal approach of the study of collaborative learning in organizations. The study contributes to a better understanding of collaborative learning in educational organizations, processes of long-term systemic educational reform and naturalistic methods of studying learning in educational organizations.

Dit artikel wordt u aangeboden door: Wannaboeks-Algemeen
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