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Doktorander som kreativa brobyggare. Centrum för utbildningsvetenskap och lärarforskning. Tema: Läraryrkets Praktik.
- 2013
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Samlingsverk (redaktörskap) (övrigt vetenskapligt/konstnärligt)abstract
- Denna skrift är en presentation av ett projekt i form av en workshop som genomförts inom temat Läraryrkets praktik vid CULs forskarskola vid Göteborgs Universitet. Deltagare i projektet har varit två temaledare och tolv doktorander. Projektet har syftat till att utveckla, och än mer komplettera, utbildning på forskarnivå till att inte bara svara på de innehållsliga och inomdisciplinära krav man har att tillgodogöra sig såsom forskarstuderande, utan till att också ge doktorander möjligheter att systematiskt tillägna sig kunskaper som rör kommunikation, arbete i grupp tillsammans med andra forskare, samt delta i nätverk – också över nationsgränser. Det vill säga, färdigheter som den moderna forskarrollen kräver. Men projektet har också syftat till att ge doktorander möjligheter att fördjupa sina kunskaper om en vald forskares arbete inom området lärarprofessionen ur ett nordiskt perspektiv. Skriften inleds och avslutas med ett ramverk där temaledarna, Karin Rönneman och Peter Erlandson, presenterar utgångspunkterna för, och arbetet med, workshopen. Men framför allt behandlar skriften doktorandernas reflektioner över läraryrket, kopplat till de doktorsavhandlingar de läst, analyserat och diskuterat med avhandlingarnas inbjudna författare. De frågor som behandlas är på många sätt centrala både för forskningsfältet pedagogiskt arbete och för lärarrollen och dess villkor i samtiden. Frågor som behandlas är till exempel: lärarprofessionen och kommunaliseringen av skolorna, ansvar i profession och praktik, lärare och praktikgemenskapens möjligheter, systemteoretiska perspektiv på undervisning och didaktik, lärarprofessionen i olika nordiska kontexter, samt dialogens möjligheter för att utveckla och bedöma lärarkompetens. Vi hoppas att denna skrift skall ge inspiration till dem som är intresserade av utbildning på forskarnivå och av att utveckla denna, för forskare och doktorander intresserade av pedagogiskt arbete, liksom för aktiva lärare som söker nya perspektiv på sin yrkesroll.
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- Edwards-Groves, Christine, et al.
(författare)
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Generating leading practices through professional learning
- 2013
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Ingår i: Professional Development in Education. - : Informa UK Limited. - 1941-5257 .- 1941-5265. ; 39:1, s. 122-140
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Tidskriftsartikel (refereegranskat)abstract
- In this paper we show how practices of professional learning and practices of leading can be understood as related in ecologies of practices. We will present findings from an international empirical research project that directs us to the connectivity between professional learning and leading practices that emerged as ‘adventitious’, ‘opportune’ and ‘unexpected’ outcomes of long-term professional learning. We will show how practices (like professional learning) that exist in real situations shape other practices (like teaching and leading) when each creates enabling and constraining conditions for the others; they are mutually sustaining when together they form an ecology of practices existing in a dynamic ecological balance. Results build on established literature describing professional learning which customarily describes the characteristics, conditions and outcomes of effective professional development programmes. Specifically, our findings add a new dimension to the descriptions of the influences and accomplishments of professional learning – the development of teacher leading capacities.
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- Groundwater Smith, Susan, et al.
(författare)
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Facilitating Practitioner Research Developing Transformational Partnerships
- 2012
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Bok (övrigt vetenskapligt/konstnärligt)abstract
- Facilitating Practitioner Research: Developing transformational partnerships addresses the complex dilemmas and issues that arise in practitioner inquiry. It recognises that facilitating practitioner research is far more than providing advice about method adoption, important as that contribution is; or even modelling research practices and drawing attention to appropriate resources and theories. It also requires the evolution of strong reciprocal partnerships that will contribute to professional knowledge formation in both the academy and the field. When such engagement is undertaken then matters associated with authentic ‘praxis development’ for field based and academic practitioners emerge. The authors explore: how praxis, as practice that can always be judged in terms of ‘what is’ and ‘what ought to be’, can be analysed in terms of functional and substantive rationality as well as life, world and system issues. how a transformative partnership requires particular professional attitudes of practitioners and academic the underlying potential of practitioner inquiry where agency is afforded as a democratic principle to all who participate, including the consequential stakeholders; the students in our schools and universities. It draws upon extensive case studies from The Netherlands, Sweden and Australia which not only illustrate and illuminate, but also highlight contradictions and tensions. The case studies exhibit issues related to the quality of the partnerships between the academy and the field and the ways in which quality impacts upon practice. Additionally, the varying social geographies allow a discussion of different intellectual traditions, belief systems, problem settings, questions, and discourses. Facilitating Practitioner Research: Developing transformational partnerships will appeal internationally to academics involved with practitioner research. It will also prove useful to practitioners across the education sectors, including researchers, teachers and those involved in education policy.
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- Gustafson, Niklas, 1966-
(författare)
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Lärare i en ny tid : Om grundskollärares förhandlingar av professionella identiteter
- 2010
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Doktorsavhandling (övrigt vetenskapligt/konstnärligt)abstract
- In the past two decades the Swedish compulsory school for students aged 7 to 16 has undergone major processes of reform and change. On a structural level these have ushered in a new era with a fundamentally changed assignment for the schools and its teachers. In this thesis, however, it is assumed that the teachers as individual actors and as groups have agency to accomplish change and alter structures. The thesis has been written within a several years’ interactive research project with teachers from three compulsory schools. Based on data created in the project on how new and changing groups and working groups within teachers’ work lead to an extended assignment, the study focuses teachers’ negotiation of professional identities regarding the entire work situation. Etienne Wenger’s (1998) social theory on identity, entitled “Communities of Practice”, is used to deepen the understanding of the data. In the framework of an interactive research project the overall aim of the thesis is to describe and analyze how teachers negotiate professional identities in compulsory school. The aim is also to describe and analyze teachers’ learning and development of knowledge in the project. The central research question is: How and about what do teachers negotiate professional identities in different communities of practice? By using the interactive research approach the goal has been to develop a democratic dialogue and learning processes together with the participating teachers. One ambition is to enhance the knowledge of teachers as co-researchers within research projects and as teacher-researchers at work in school. The fora of the interactive project were informal talks, dialogues for learning, individual interviews and focus groups. The results of the study show that teachers negotiate professional identities in a flexible expanding multimembership of communities of practice. As brokers of information and knowledge between and within communities of practice at school, and from various identity positions, the teachers negotiate overlapping identities. Memberships in communities for adults only are growing in relation to teachers’ work regarding the entire work situation. The study’s main conclusion is that teachers in the new era negotiate identities within a web of tensions between fragmentation and coherence of the complexity of the work in its entirety through the multimembership in communities of practice. The thesis proposes that an awareness of complexity is fundamental, and that such an understanding can be enhanced by the teachers by developing themselves as brokers and by their reification of boundary objects within a complex multimembership. Analysis of data shows that teachers in the interactive project have had the opportunity to further develop competences to negotiate identities as teacher-researchers at work in school. Data from the project are moreover analyzed within the context of globalized and diversified structural changes such as decentralization, economic transformations, cultural standardization, the individualized knowledge society and the reflective society. A conclusion is that teachers seem to operate within an increasing globalization of the teaching profession and towards identities as globalized teachers.
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- Hardy, Ian, et al.
(författare)
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‘Bildung’ and Educational Action Research: Recources for hope in neoliberal times
- 2013
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Ingår i: Paper presented at CARN conference, November 7-10, 2013, Tromsø, Norway.
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Konferensbidrag (övrigt vetenskapligt/konstnärligt)abstract
- This project explores the challenges of the nature of current and dominant schooling practices under broader neoliberal conditions. Specifically, the project draws upon the Nordic tradition of educational action research connected to ‘Bildung’ and folk enlightenment as a potential set of alternative theoretical and conceptual resources to guide teachers’ and other educators’ collective learning practices. The project explores the utility of these concepts through research into teacher learning practices, including action research practices of primary teachers in Queensland, Australia, and pre-school teachers in Sweden. In addition, the research also draws upon the insights and learning of a group of principals from Finland, as they discuss their leading practices. In this way, the research employs, and argues for, Bildung-informed conceptions of educational action research which have the capacity to challenge more neoliberal approaches to teachers’ learning and adult education more generally, and seeks to reveal whether and how teacher and adult learning can be practised for sustainability, and to promote collective learning based on democratic values.
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- Hardy, Ian, et al.
(författare)
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Collaborative Learning as a Travelling Practice: How Practices of Learning Travel
- 2011
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Ingår i: Paper presented within a symposium in Network 1, at ECER-conference, Berlin 2011.
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Konferensbidrag (refereegranskat)abstract
- Drawing on cases of collaborative learning from Sweden, Norway and Australia , this paper explores the multiple ways in which collaborative learning practices ‘travel’ within and between pre-schools, schools and school systems (Erlingsdottir & Lindberg, 2007), e.g. through practices of school-based teacher meetings, student group work and network meetings. The paper offers a conception of learning which is dynamic rather than static, collaborative rather than individualistic, and which involves learning ‘how to go on’ amongst relevant stakeholders. Examples of how stakeholders’ language, activities and relationships hang together are drawn upon to demonstrate how collaborative practices ‘travel’ through spaces and places over time. After Schatzki (2010), we argue these learning practices are the result of a continuous process of unfolding and evolving projects characterised by distinctive and evolving language, activities and relationships – all of which have a teleology grounded in a seamless conception of ‘past ‘, ‘present’ and ‘future’.
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- Hardy, Ian, et al.
(författare)
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Collaborative learning as a travelling practice: How practices of learning “travel”
- 2012
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Ingår i: Educational Practice and Theory. - 1323-577X. ; 34:2, s. 5-22
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Tidskriftsartikel (refereegranskat)abstract
- Drawing on cases of teachers’ collaborative learning from Sweden and Australia, this paper explores how practices of collaborative learning come about or ‘travel’ within and between schooling sites. The paper describes collaboration as a learning practice arising from specific conditions which influence relevant stakeholders in pre-schools, schools and school systems. After Schatzki (2002) and Kemmis and Grootenboer (2008), we argue these learning practices are the result of a continuous process of unfolding and evolving projects characterised by distinctive language, activities and relationships – all of which shape and are shaped by the conditions under which they transpire. Specifically, the paper reveals how such learning practices are the product of how stakeholders’ language, activities and relationships in different parts of schooling organisations ‘hang together’ in the spatio-temporal domain. Such learning practices are also revealed as creating conditions productive of substantive educational improvement. The paper identifies some of the necessary conditions which enable productive collaborative learning practices to be taken up in schooling settings.
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| 10. |
- Hardy, Ian, et al.
(författare)
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The value and valuing of continuing professional development: current dilemmas, future directions and the case for action research
- 2011
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Ingår i: Cambridge Journal of Education. - 1469-3577. ; 41:4, s. 461-472
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Tidskriftsartikel (refereegranskat)abstract
- This paper explores and challenges the rationale for current, mainstream approaches to teachers’ continuing professional development (CPD) within schooling systems. Such approaches are significantly influenced by neoliberal and managerial pressures, evident in advocacy for generic, individualistic models of teacher learning, often focused on specific state-sanctioned domains. The paper draws upon a précis of recent action research literature, and empirical research from Sweden, to argue for an alternative paradigm, based on the practices and principles of participatory and collaborative action research. Action research is not presented as a simplistic ‘method’ which can be ‘applied’ regardless of context, but is explicitly focused on situated, specific, local sites. While more managerial and neoliberal practices can close down debates necessary for effecting real improvements in practice, evidence suggests action research, in its emancipatory iterations, enables a rich conception of educational practice which cannot be ‘managed’ into existence by a simplistic application of ‘what works.’
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