| 1. |
- Fransson, Göran, 1968-, et al.
(author)
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Becoming a teacher – an introduction to the book.
- 2008
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In: Newly Qualified Teachers in Northern Europe. - Gävle : Gävle University Press. - 9789197489331 ; , s. 11-26
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Book chapter (other academic/artistic)
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| 2. |
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| 3. |
- Lindberg, Ola J., et al.
(author)
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Managing IT on a municipality level : on the role of strategists in developing digital competence
- 2018
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In: EDULEARN18 Proceedings. - : IATED. - 9788409027095 ; , s. 9016-9020
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Conference paper (peer-reviewed)abstract
- In Sweden, the digitalization of K-12 schools has been ongoing for more than 30 years. Several larger governmental initiatives targeting issues such as the one-to-one classroom and teachers’ development of digital competence have been carried out, but the outcomes have not been as positive as hoped for. In the research literature, there is growing evidence of the importance of long-term and well-anchored strategies, such as functioning information and communication technology (ICT) plans, as well as calls for a system approach to understanding the leadership needed for the digitalization of K-12 schools. There is also research highlighting the importance of applying multilevel analysis for understanding ICT implementation and educational change. In autumn 2017, the Swedish government suggested one such strategy for the digitalization of Swedish schools. One interesting aspect in the strategy is the aim indicating that students, teachers, and school leaders, as well as other staff members working in the schools, should develop what is called “adequate digital competence.” Departing from data gathered within a 4-year longitudinal Swedish research project investigating the advanced use of information technology (IT) in upper secondary schools, this paper focuses on educational IT strategists/managers that work on a municipality level and their role in the process of developing digital competence in schools. Through semi-structured interviews, three educational IT strategists working in three different Swedish municipalities provided their views about their work description, their functions as strategists/managers, and their understanding of digital competence. The first analysis shows clear variations regarding, for example, how the strategists formulate their own role in the ongoing digitalization of the school, as well as under which conditions they can carry out their work.
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| 4. |
- Fransson, Göran, 1968-, et al.
(author)
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On the Swedish National Grade School for Digital Technologies in Education – GRADE : Expectations and experiences of doctorial students and supervisors
- 2018
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In: ICERI2018 Proceedings. - Sevilla : IATED. - 9788409059485 ; , s. 769-774
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Conference paper (peer-reviewed)abstract
- The Swedish National Graduate School for Digital Technologies in Education (GRADE) is a cooperative venture between six Swedish universities established during 2018. Within the field of educational sciences and in the area of digital technologies in education, GRADE aims to strengthen the expertise in the area and to increase national and international cooperation in research training activities.Over a number of years, and from multitude of sources (cf. Brown & Davis, 2004; Fisher, Higgins & Loveless, 2006; Kafai & Resnick 1996), research has stressed that increased digitalization in schools leads to a complexity that needs to be taken into account on different levels, from different perspectives and with different designs, methodologies and theoretical perspectives (cf. Olofsson, Lindberg, Fransson & Hauge, 2015; Price, Jewitt & Brown, 2013; Tondeur, Valcke & van Braak, 2008). At a micro-level, the learning situation of students, teachers and school-leaders changes and it becomes important to deepen the knowledge about the impact digital technologies has on the fundamental conditions for teaching and learning of different school subjects (cf. Chun, Kern & Smith 2016; Leung & Baccaglini-Frank, 2017). On a macro-level, conditions for education as such changes and digital technologies becomes an important object of study as agents of change (Wong & Li, 2008). The digitalization of K-12 schools has long been highlighted in policy as a necessity (cf. Kirkman et al, 2002; OECD, 2010). However, research and evaluations (cf. Fransson et al, 2012; OECD, 2015; Wastiau et al, 2013) show that many substantial challenges remain. One of the fundamental pillars of GRADE is the interdisciplinary approach. Several disciplines are present (Applied IT, Curriculum studies, Education, Informatics, Technology and Learning, Educational work, Work-interated Learning) in researching digital technologies in K-12 schools with the ambition to contribute to the continued implementation, integration and use of digital technologies in Swedish K-12 schools that stems from the evidence-based knowledge produced within the activities of GRADE. The research within GRADE will be characterized by close cooperation with stakeholders from school practice, with the aim to contribute to concrete school development. In GRADE, a multi-level approach that involves multiple layers or levels of school activities will be encouraged. When possible, studies will be longitudinal. This will imply studies from an organizational and management perspective, e.g. studies of school leaders and other members of senior management positions responsible for digital technology use and implementation. Also implied are studies of teachers' teaching practices and didactical considerations, as well as studies of the students in classrooms and their learning using digital technologies. This will also imply that several issues with a bearing on the digitalization of education, for example regarding school policy, teaching, learning, assessment and professional development will be researched from different perspectives and with different methodological approaches. In this paper, these points of departure will be explored based on the expectations and experiences of the first twelve admitted doctoral students and their supervisors.
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| 5. |
- Fransson, Göran, 1968-
(author)
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International cooperation and the challenge of sensemaking
- 2008
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In: Newly qualified teachers in Northern Europe. - Gävle : Gävle University Press. - 9789197489331 ; , s. 27-44
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Book chapter (other academic/artistic)abstract
- This article highlights and problemizes some challenges and dilemmas in international cooperation. The focus is on individual and collative processes of communication, interpreting, understanding and sensemaking - processes emerging as challenging when participants have different kind of frames and contexts of knowledge. These kinds of challenges are ever present, but become however more apparent when people from quite different cultural, social, economical and political conditions meet in international cooperation. In this article, experiences and challenges made within NQTNE are analysed and discussed in this perspective. One conclusion is that even if there are communicative and conceptual obstacles having to be overcome when cooperate internationally, cooperation and comparative perspectives is a powerful tool to become aware of assumptions that are taken for granted; to challenge one’s own perspectives; raise new kind of questions and construct new perspectives and new ways to conceptualise, think, and act.
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| 6. |
- Fransson, Göran, 1968-, et al.
(author)
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Digitalise and capitalise? : Teachers’ self-understanding in 21st-century teaching contexts
- 2019
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In: Oxford Review of Education. - : Routledge. - 0305-4985 .- 1465-3915. ; 45:1, s. 102-118
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Journal article (peer-reviewed)abstract
- The digitalisation of educational contexts has changed the practice of teaching and learning. In this, teachers have a key role in enacting digital technologies for this purpose and have different opportunities to do so. This article explores how digitalisation can affect teachers by focusing on: (a) how teachers manage to capitalise on digitalisation; and (b) how digitalisation can affect and reconstruct their self-understanding. Two teacher colleagues of English as a foreign language (EFL) in the same teaching team are interviewed and observed. Drawing on the interplay between self-image, self-esteem, job motivation, and task perception, it is shown how the teachers’ self-understanding is played out and changes due to the call for digitalisation. Whereas one of the teachers has been able to capitalise on digitalisation in a way that has been beneficial both professionally and personally, the other has felt pressurised by it. A conclusion is that a limited or extended use of digital technologies should not be taken as an indicator of teaching quality.
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| 7. |
- Holmberg, Jörgen, 1972-, et al.
(author)
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Virtuella- och förstärkta verkligheter för skola och lärande : utmaningar och möjligheter
- 2022
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In: Digital teknologi for læring og undervisning i skolen. - Oslo : Universitetsforlaget. - 9788215053974 ; , s. 84-101
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Book chapter (peer-reviewed)abstract
- I kapitlet presenterer vi utfordringer og muligheter med å bruke Virtual Reality (VR) og Agumented Reality (AR) i skolesammenheng. Vi presenterer og gjør rede for hva Virtual Reality (VR) og Agumented Reality (AR) er for noe samtidig som at vi diskuterer disse innovasjonene i lys av begrepet pedagogisk merverdi opp mot læring og undervisning. Vi viser til utprøvende arbeid med bruk av VR og AR med lærere og lærerstudenter ved en digital læringslab som er koblet til lærerutdanning og læringsprofesjon. På denne måten behandler vi; teknologiene som sådan, om de kan brukes til å skape pedagogisk merverdi, og hvilke forutsetninger lærere trenger for å utvikle en profesjonell digital kompetanse som gjør at de kan skape slik merverdi.
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| 8. |
- Aspfors, Jessica, et al.
(author)
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Contested Architectures of Mentoring : Support, Supervision or Collective Self-Development
- 2013
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Conference paper (peer-reviewed)abstract
- In this paper, we describe contested practices of mentoring within and between Australia, Finland and Sweden. Our study is based on national policy documents and empirical data from participants involved in mentoring. The theoretical framework will build on practice theory (Kemmis & Grootenboer, 2008; Kemmis & Heikkinen 2012). The aim is to demonstrate three archetypes persisting in literature and practices: mentoring as supervision, support and collective self-development. In Australia, we find the three kinds of mentoring jostling with one another. In Finland, the perspective of collective self-development is emphasized. In Sweden, the traditional model of mentoring (support) has been typical since 1995, with a current reform of teacher induction which turns mentoring more into supervision.Our paper will show (1) that the meanings of 'mentoring' are contested within and between the countries involved; (2) that the three forms of mentoring identified represent three different projects: (a) assisting newly qualified teachers (NQTs) to pass through probation or (b) traditional mentoring of NQTs by more experienced teachers or (c) peer-group mentoring (PGM); and (3) that these three projects, that could be simultaneously present, also involve and imply quite different practice architectures in the form of different materialeconomic, social-political and cultural-discursive arrangements.
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| 9. |
- Fransson, Göran, 1968-
(author)
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Discussant in the Symposia "Research on Practices of Teacher Induction Part II"
- 2013
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Conference paper (peer-reviewed)abstract
- The symposium consists of two consecutive sessions (Research on Practices of Teacher Induction I and II). In the first paper of the first session (Part I), a theoretical framework was introduced, and the two following papers studied the practices of induction from two different empirical viewpoints. The second session of the symposium (Part II) will introduce three more empirical research projects about teacher induction. The session will continue on the direction which has been indicated in the first part of the symposium, addressing the research ruestion: how are the practices of teacher induction constituted in the three aforementioned dimensions: (1.) physical spacetime, (2.) semantic space and (3.) social space (Kemmis & Grootenboer 2008; Kemmis & Heikkinen 2012). The speakers come from countries with different culture and history, teacher education and induction systems which enriches the quality of information gathered within the symposium. The first presentation from Norway will focus on examining mentors’ pedagogical content knowledge (PCK) which is constituted of content knowledge and pedagogical knowledge. This presentations is focused on the (2.) semantic space of induction. It addresses the meaning-making processes of teachers through asking how mentors themselves define their professional content knowledge. The second paper will introduce an emerging practice of teacher induction, Peer-Group Mentoring model (PGM) which is currently being disseminated throughout Finland. Based an empirical analysis of qualitative and quantitative data, experiences of the national program will be introduced. The third presentation is based on the work of the European PAEDEIA network (Pedagogical Action for a European Dimension in Educators' Induction Approaches) and introduces a comparative research design about three parallel models for induction: one in Finland, one in Turkey and one in Sweden.
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| 10. |
- Fransson, Göran, 1968-
(author)
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A teacher registration reform that transforms the ‘educational space’ : An analysis of changing roles, relations, powers and positions
- 2013
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Conference paper (peer-reviewed)abstract
- Using the theoretical perspective of ‘educational space’, this paper analyses the Swedish teacher registration reform and it´s induction system and how it changes roles, positions, relations, powers and identities within the Swedish educational system. An educational space can be understood as a relational category in which object and actor are related to another and where changeable positions and boundaries are created (Ferrrare & Apple, 2010). In this sense, actors within an educational system – such as teachers, principals, mentors and NQTs – position themselves and are also actively positioned by others (Leander & Osborne, 2008). They are also positioned by norms, values, curricula and legislation; in this case by the teacher registration reform and the structured induction system.
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