| 1. |
- Bergmark, Ulrika, et al.
(författare)
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Aktionsforskning i undervisningen : från idé till handling
- 2021. - 1
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Bok (övrigt vetenskapligt/konstnärligt)abstract
- Aktionsforskningens styrka ligger i att den för samman forskning med undervisning och lärares erfarenheter. I den här boken beskrivs aktionsforskningsprocesen från idé till konkret handling. Teman som berörs är:uppstart och planering av processenmetoder för dokumentation och analysolika samtalsmodellerhur barn och elever kan vara delaktiga i aktionsforskningsprocessenhandledning, dess olika faser samt handledarrollenteoretiska perspektiv på kunskap, lärande och undervisningbetyedelsen av förväntningar som bidrar till reflektion, dialog och lärande. Aktionsforskning i undervisningen: från idé till handling vänder sig till lärare och rektorer inom alla skolans stadier, från förskola till vuxenutbilddning. Boken fungerar som vägledning för verksamma i förskolor och skolor som på egen hand vill initiera och genomföra en aktionsforskningsprocess i undervisningen, men den kan även användas i samverkansprojekt mellan universitet och skolverksamhet.
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| 2. |
- Bergmark, Ulrika, et al.
(författare)
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Why become a teacher? : Student teachers’ perceptions of the teaching profession and motives for career choice
- 2018
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Ingår i: European Journal of Teacher Education. - : Taylor & Francis. - 0261-9768 .- 1469-5928. ; 41:3, s. 266-281
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Tidskriftsartikel (refereegranskat)abstract
- The aim of the study is to discursively identify student teachers’ perceptions of the teaching profession early in their education and their motives for this career choice. Students wrote a letter sharing thoughts on why they want to become a teacher, how they regard the teaching profession and if someone inspired them in their career choice. The empirical data consists of 259 student texts from three Swedish teacher education programmes. The study employed a qualitative method denoting different categorizations compared to previous studies, emphasising the idea of multiple motives for career choice and the link to student teachers’ evolving pedagogical identity. Major differences can be distinguished among the programmes, emphasising different main motives and shifting incipient pedagogic identities. The results indicate the value of organising teacher education programmes drawing on multiple motives, which is expected to contribute positively to completion of teacher education and teacher retention in future profession.
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| 3. |
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| 4. |
- Bergmark, Ulrika
(författare)
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Rethinking researcher–teacher roles and relationships in educational action research through the use of Nel Noddings’ ethics of care
- 2020
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Ingår i: Educational action research. - : Taylor & Francis. - 0965-0792 .- 1747-5074. ; 28:3, s. 331-344
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Tidskriftsartikel (refereegranskat)abstract
- Action research approaches have evolved out of a criticism of previous research traditions, where teachers have been seen as research objects, at risk of being marginalized. Such approaches have also arisen out of the view that teaching, learning, and educational research are interrelated. In action research, teachers are seen as professionals, raising their status to subjects, conducting own research. The research is carried out with or by people rather than on someone, which changes the roles and relationships. Ethical dilemmas can arise, especially evident in action research, where the distinctions between researcher and researched are blurred or removed altogether. This paper aims to explore the changing roles and relationships between researchers and teachers in action research through a philosophical analysis based on the writings of Nel Noddings, especially the concept of ethics of care. The analysis creates an opportunity for a rethinking of researcher–teacher roles, focusing on responsibility and knowledge as well as reciprocity and communication. Based on the author’s own action research experiences, various dilemmas are discussed. Obstacles to and opportunities for developing caring relationships between researchers and teachers will also be highlighted. The implications of the study include valuing both researcher and teacher expertise and learning to understand each other’s perspectives as well as giving tailored care. It is also vital to find strategies to contextualize and enact these views and beliefs within the researcher–teacher relationship. Neither researchers nor teachers will have total control over the process, as they stay open to each other’s perspectives and needs based on a caring relationship.
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| 5. |
- Bergmark, Ulrika, et al.
(författare)
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Leading with care: four mentor metaphors in collaboration between teachers and researchers in action research (Translated from the Swedish and revised by the authors)
- 2023
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Ingår i: Educational action research. - : Taylor & Francis. - 0965-0792 .- 1747-5074.
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Tidskriftsartikel (refereegranskat)abstract
- Mentoring is a central aspect of action research processes and raises ethical issues concerning roles and responsibilities, particularly when teachers and researchers collaborate. The purpose of the study is to explore mentoring and the roles of mentors in action research from an ethical stance. The theoretical basis is the philosophy of care ethics developed by the American educational philosopher, Nel Noddings. Participants in the study included one researcher and three teachers with experience serving as mentors in action research. Data collection included written reflections and collegial conversations on mentoring. Thematic analysis and the domain interactional model were used in the analysis, where four mentor metaphors in action research emerged: the gardener, the shepherd, the teacher and the bridge-builder. All roles can be practiced at the same time; sensitivity determines when a mentor moves in and out of different roles. The study finds that care ethics can contribute to an increased understanding of mentoring as something situated and relational, where a symmetrical approach between mentor and mentee is emphasized. The goal of mentoring should not be to treat everyone equally, but instead to build relationships on the individual level in order to establish mutual trust based on individual needs. The study shows that the four mentor metaphors can serve as a useful tool for critical reflection on the complexity of the mentor role and accordingly, the renegotiation of stereotypical mentor roles in relation to the quality of teaching.
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| 6. |
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| 7. |
- Bergmark, Ulrika, 1973-, et al.
(författare)
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Praktiknära forskning i förskola och skola : undervisning, forskning och utveckling i samverkan
- 2022. - 1
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Bok (övrigt vetenskapligt/konstnärligt)abstract
- Praktiknära forskning har de senaste årtiondena fått större genomslagskraft på olika nivåer i det svenska skolsystemet men också vid universitet. En sådan ansats innebär att lärares, rektorers och forskares kunskaper och kompetenser tas till vara och berikar forsknings- och utvecklingsprocesser. I boken diskuteras möjligheter och utmaningar med praktiknära forskning och läsaren får ta del av berättelser och konkreta exempel från olika forsknings- och utvecklingsprojekt. Teman som tas upp i boken är:• Initiering av praktiknära forskning• Genomförande av praktiknära forskning• Dokumentation och analys i praktiknära forskning• Kommunikation och spridning av lärdomar• Hållbarhet bortom ett projektPraktiknära forskning i förskola och skola – undervisning, forskning och utveckling i samverkan vänder sig till lärare och rektorer inom alla skolans stadier, från förskola till vuxenutbildning samt till forskare och lärarutbildare. Boken kan användas som inspiration i konkret arbete med praktiknära forskning i samverkan mellan lärare, rektorer och forskare.
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| 8. |
- Bergmark, Ulrika, et al.
(författare)
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Re-considering the epistemology of student engagement in higher education
- 2016
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Konferensbidrag (refereegranskat)abstract
- We want to reconsider and explore the epistemology of student engagement in higher education as part of a democratic and sustainable education, going beyond neo-liberal groundings. In our exploration, we mainly draw on the philosophy of Gilles Deleuze and his co-writers Felix Guattari and Claire Parnet.In contemporary educational systems, teachers are often urged to work with student engagement in various forms due to the connection between academic success and student engagement. Student engagement is being perceived as an important factor in quality measurements – a trend which can be connected to the neoliberal marketization focusing on performance, individualization, competition, goal-rationality and linear progression. This neo-liberal agenda produces new demands on education, changing students’ and teachers’ possibilities to act and become within higher education. In addition, some theories are prioritized which lead to narrowed and limited epistemologies for higher education and accordingly student engagement.Deleuze’s way of thinking challenge linearity and dualistic views of subject/object and process/product when emphasizing becoming, appreciating multiplicities and the unpredictable; what has not yet come into being. When ”doing” Deleuze in teacher education, we have considered ‘pedagogical relations’ to involve both human and non-human relations - assemblages that are both intercorporeal and entangled. Such assemblages open, according to Deleuze, for a rhizomatic thinking about learning where events are created that bear possibilities for all actors involved to become-multiple-others for a while. These processes of becoming runs through on-going affective, entangled and moving relationships and modes of existence.Although our exploration is mainly philosophical, we will connect our exploration to an ongoing project at our university. This attempt to reconsider the epistemology of student engagement, challenges structures, power-relations and epistemological pre-assumptions in higher education by creating disruptions, openings and lines of flight?
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| 9. |
- Bergmark, Ulrika, et al.
(författare)
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Students’ Experiences of Meaningful Situations in School
- 2018
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Ingår i: Scandinavian Journal of Educational Research. - : Taylor & Francis. - 0031-3831 .- 1470-1170. ; 62:4, s. 538-554
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Tidskriftsartikel (refereegranskat)abstract
- This paper focuses on school situations students experienced as meaningful and how these experiences can guide educational improvement. Participants included 15 students in grade 3 from a Swedish school. In this qualitative study, the data consisted of drawings, multimodal productions, interviews, and field notes. The analysis resulted in four themes: Having the opportunity to learn in different spaces; Being free and able to participate; Experiencing caring and sharing, and Recognizing one’s own growth and achievement. The findings suggest that situations students find meaningful involve aspects of both learning and wellbeing. The practical implication for these results is that student-generated qualitative data can help indicate needs for educational improvement.
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| 10. |
- Bergmark, Ulrika, et al.
(författare)
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How Teachers and Principals Enact the Policy of Building Education in Sweden on a Scientific Foundation and Proven Experience : Challenges and Opportunities
- 2021
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Ingår i: Scandinavian Journal of Educational Research. - : Taylor & Francis. - 0031-3831 .- 1470-1170. ; 65:3, s. 448-467
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Tidskriftsartikel (refereegranskat)abstract
- In 2010, Sweden was the first country in the world to introduce a legal requirement that education should be research-based, placing huge demands on schools. The study’s aim is to explore how, through sensemaking, teachers and principals enact this policy in schools. In total, 272 teachers and 23 principals from pre-schools, leisure-time centers, compulsory schools, and upper secondary schools completed a questionnaire.The findings show the need for understanding central policy concepts, alignment with previous experiences, and a social context within which the policy can be understood, negotiated, and enacted. Policy enactment was dependent on the support given – professional development, time, and financial resources. Teachers and principals have so far experienced challenges and opportunities – a rewarding if complex process.
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