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The Breakthrough project at Lund Institute of Technology is a large scale pedagogical development initiative designed to transform the entire faculty (6000 students and about 900 teachers, including doctoral students who also are teaching) into a community of practice (Wenger 1999), where the development of teaching and learning is regarded as a joint enterprise by the teachers.
The teachers will develop as scholars (Boyer 1990; Healey 2000; Kreber 2000), and as reflective practitioners (Schn 1983), striving for an improved understanding of, and competence to act in their roles as teachers.
The strategy is derived from literature discussing conceptual change (Posner, Strike et al. 1982; Demastes, Good et al. 1995; Entwistle and Walker 2000; Ho 2000; McKenzie 2002).
Teachers articulate their teaching experiences and are encouraged to reconcile inconsistencies within their thinking. Strategies for developed thinking and alternatives in teaching are available. Effort is used to maintain a sense of control from the teachers' point of view (Ellstrm 1996). They choose stories to tell, they control the reflection and they choose strategies. While the faculty transforms into a community of practice it will also achieve the overall objective for the Breakthrough project and for the institute: To afford a message that the institute strives systematically to improve the quality of its teaching.
The most important initiatives are:
The project will be subjected to external evaluation during 2003. Therefore the outcomes so far can only be measured in terms of commitment and engagement.