How primary schools learn

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Abstract
The idea that schools should aspire to be ‘learning organizations’ has received considerable attention in recent years. However, the gap between aspiration and practice remains wide. Drawing on research conducted over the last decade into how teachers do (and do not) work together, the article addresses issues and obstacles that will need to be tackled if primary schools are to develop along these lines. It suggests that much greater attention needs to be given to the circumstances under which teachers work collaboratively. Drawing on recent research on how ‘knowledge-creating’ companies are organized, the argument is advanced that some refocusing is required. Particular concern needs to be paid to ways of creating the conditions for ‘learning and teaching’ schools to emerge and the stages they may need to go through to reach them. Such ideas pose considerable challenges for schools currently working with fixed hierarchies and organizational assumptions.

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