Arbeidskretser

Arbeidskretser, a Norwegian term that translates literally as “work circles”, refer to structured groups of educators that collaborate across subject boundaries to plan, develop, and evaluate teaching practice. The concept emerged in the 1990s as part of a broader movement in Norwegian schools toward interdisciplinary teaching and reflective practice. By forming cross‑faculty teams, teachers can share resources, align curriculum goals, and develop integrated lesson plans that meet national educational standards.

Each arbeidskretser typically meets several times a year. Meetings are guided by a shared agenda that may include reviewing student assessment data, brainstorming interdisciplinary projects, or analyzing the impact of new pedagogical strategies. The groups are diverse: a circle may comprise teachers from natural sciences, humanities, social sciences, and arts, or may focus on a particular thematic area such as digital literacy or environmental education. Some schools also create specialized circles for technology integration or assessment practices.

Research on arbeidskretser shows several benefits. Teachers report increased professional confidence and a stronger sense of community; students often experience more coherent learning pathways and higher engagement. However, challenges remain. Allocating sufficient time for face‑to‑face collaboration can be difficult amid demanding teaching schedules, and the success of a circle depends heavily on the commitment of its members and supportive school leadership.

In practice, many Norwegian school districts have adopted arbeidskretser as a central component of their instructional quality framework. The model aligns with national goals to promote continuous improvement, collaborative problem‑solving, and innovation in pedagogy.