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- Fransson, Göran, 1968-, et al.
(författare)
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Exploring a conceptual framework for research on Induction and Mentoring : Combining Policy enactment, task perception, and agency
- 2014
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Ingår i: AERA conference, digital database.
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Konferensbidrag (refereegranskat)abstract
- This paper focuses on the research questions that are emerging from the current reforms with consequences for Induction and Mentoring in various countries. The implementation focus is on the interplay between the new triad formed as a consequence of a Teacher Registration Reform in Sweden: head teacher/mentor/mentee as situated in a larger context of policy development and development in/of practice. The objective of this paper is twofold; (a) to elaborate and discuss a conceptual framework based on an interplay between the theoretical contributions of policy enactment (Ball, Maguire & Braun, 2012), task perception (Kelchtermans, 2009) and agency (Priestley and Biesta); (b) to discuss its possibilities for research within the field of induction and mentoring, and (c) provide an example of how it could be implemented in a study on induction and mentoring.
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| 4. |
- Frelin, Anneli, 1969-
(författare)
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Teachers’ situated professional judgment in an age of standards and measurement
- 2012
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Konferensbidrag (refereegranskat)abstract
- The purpose of this paper is first, to explore the role of situated judgment in emergent and recurrent situations in the classroom for teacher professionalism, and second, to contribute to the discussion of the applicability of management theories on education. Teachers’ professional judgments in the classroom are made in the face of imperfect, complex if not contradictory, but above all, continuously emergent situations, circumstances that make profound difference for the kinds of judgments that are, and can be, made. How can we further understand and discuss these as part of teacher professionalism, and how can we understand teachers’ possibilities for making professional judgments in relation the consequences of prevailing trends on policy levels in Europe today?Research on professions commonly use criteria for professions such as that they provide an important public service, involve a theoretically as well as practically grounded expertise and have a distinct ethical dimension which calls for expression in a code of practice (see e.g. Carr, 2000). However, some attempts to be viewed as a profession actually decrease the possibilities for acting professionally. For example, the attempt to standardize and raise status of practice in education through developing competency standards (building on the notion that complex judgments are possible to standardize), has been criticized by Carr and Skinner (2009) as a key problem that erodes or discourages more integrated perspectives on educational practice (see also Ball, 2009). Moreover, the increased relational complexity brought about by the intensification of teachers’ work may decrease the space possible for professional judgment, in several ways. This development is a reality in many Western countries of today, where the educational sector is reformed in order to mirror the private sector, as a consequence of the influence of actors such as the OECD and the World Bank (Ball, 2003). In combination with shrinking public finances this leads to an intensification of teachers’ work (e.g. Apple, 2007; Goodson & Norrie, 2005; Hargreaves, 2000). A market logic and a ‘language of learning’ (see Biesta, 2006) treats as insignificant certain complexities of teachers’ work. The ‘blame and shame’ tactics and high stakes testing produces risk management strategies where teachers may even ask for rules in order to avoid blame (Lindqvist & Nordänger, 2006). All these developments contribute to reducing the space for professional judgment. Ball (2009) even deems professionalism as an ethical-cultural practice as having no future or place in the present regime of performativity and managerialism.In this context, in order to contribute to the discussion on teachers’ professional judgment, I draw here on theories of complexity (Osberg & Biesta, 2010) and practical knowledge (Beckett, 1996; Beckett & Hager, 2002) in an analysis of examples of teachers’ judgments. More specifically, through a combination of theoretical elements from complexity, and the notion of hot action; action that is performed without time for reflection, I illuminate and draw attention to the significance of the present in teachers’ professional judgment. MethodA phenomenological analysis of two examples of teacher judgment illustrates the significance of the corporeal, present moment in teacher judgment. The examples were collected as part of a past qualitative study (Frelin, 2010) where 11 teachers’ experience of teaching was explored in-depth, from 22 one hour interviews. During these interviews the teachers were asked to elaborate on their practical arguments (Fenstermacher & Richardson, 1993). Some of the informants were particularly elaborate about their judgments while teaching. The accounts from two teachers, one pre-school teacher, and one secondary school Mathematics and Science teacher, both male, was re-analyzed using phenomenological methodology. The teachers’ stories about their experiences of teaching were interpreted with special attention to lived space, body, time and human relation (Van Manen, 1990). More specifically the role of the corporeal experience in the present moment, making judgments in relation to a student, was brought to the fore.Expected OutcomesThe results show that the teachers draw on both their past knowledge and on their embodied presence in the present when making judgments regarding how to act in relation to a student. For example, a distinction emerged between knowing and sensing, where the first regards what is brought to the moment and the second what emerges in the moment, was shown to be of importance. The results empirically underline the situated and complex nature of teacher professionality. They also indicate what professionalism as an ethical-cultural practice (Ball, 2009) may look like. In educational policy today, education has increasingly been conceived as a preset exchange of knowledge for grades. In the discussion I bring up how one consequence of this economical view is that the present becomes bereaved of significance for professional judgment. However, teachers’ professional judgment cannot be reduced to gathering up information and making a calculation – it is about interaction between human subjects where knowing and sensing come together.
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| 6. |
- Edling, Silvia, et al.
(författare)
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Conscious and Unconscious Forces in Democratic Relationships : Implications for the Range of Teacher Responsibility
- 2006
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Konferensbidrag (refereegranskat)abstract
- In this paper Edling and Frelin strive to incorporate the features of complexity in discussions about democracy as a form of life and especially teachers’ moral responsibility for others. By placing the unconscious in relation to mainstream educational policy documents (deliberate democracy) the authors strive to illuminate the conditions these imply for teacher responses. In this paper they discuss the restrictions present in a predefined democratic model and argue for a view of responsibility and learning that takes its beginning in the complexity of the educational process in which the unconscious is a significant force.
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- Edling, Silvia, 1974-, et al.
(författare)
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Var går gränsen för lärares ansvar?
- 2012
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Ingår i: Pedagogiska Magasinet. - 1401-3320. ; :4
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Tidskriftsartikel (övrigt vetenskapligt/konstnärligt)
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- Frelin, Anneli, 1969-
(författare)
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Classroom Relationship Management : “Maria’s MENSA-club” – Counteracting Oppressive Student Relationships Through Innovative Means
- 2010
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Konferensbidrag (refereegranskat)abstract
- Research, especially in the field of Classroom Management, has shown that the relational context that schools provide carries importance for student learning. Thus, students ’peer relationships become part of the teacher’s responsibilities, as far from all relationships in schools are supportive of learning. A case study consisting of two interviews with the teacher Maria is analyzed using Young’s political theory of oppression. The concepts of cultural imperialism and violence are used in order to understand classroom relationships which are oppressive, and Maria’s innovative means for counteracting these relationships are described as an equalizing move in power relations in the classroom. Conclusions highlight the complexity of the classroom and the opportunities for using political theory in research the field of Classroom Management.
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| 10. |
- Frelin, Anneli, 1969-
(författare)
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Den relationella dimensionen av lärares arbete och professionalitet : i spänningsfältet mellan villkor och övertygelse
- 2010
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Konferensbidrag (refereegranskat)abstract
- Läraryrket är en bland flera så kallade interpersonella professioner (se Endres, 2007) men det utövas i en särskild kontext och med särskilda syften. Professionalitet är bland annat kopplat till att framgångsrikt uppfylla vissa syften och för lärares del så är den frågan inte helt enkel, då de befinner sig i flera spänningsfält och måste använda sitt omdöme. Kravet på att göra komplexa omdömen har av flera forskare t.o.m. framställts som ett kriterium för professionalitet (se ex Hargreaves & Goodson, 1996, Carr, 2000). I min avhandling (Frelin, 2010) diskuterar jag lärares uppdragsperception vilken har betydelse för de val lärare gör och vilket ansvar de tar. Jag menar att ett ensidigt fokus på kunskaper är otillräckligt för att fullt ut diskutera lärares professionalitet – en aldrig så stor kunskapsrepertoar kan inte kompensera för en ovilja att ta ansvar för viktiga relationella villkor i undervisningssituationen, varken ur ett moraliskt eller lärandeperspektiv. Specifikt kommer jag att diskutera den relationella dimensionen av lärarprofessionalitet, vilken tar sig uttryck i relationsarbete definierat som: handlingar i syfte att etablera, upprätthålla och/eller främja relationer som är positiva ur en utbildningssynpunkt, eller i syfte att motverka motsatsen: relationer som motverkar eller undergräver elevers förutsättningar för att ta till sig utbildning (Frelin, 2010, s. 6). Samtidigt så kan krav på effektivitet bidra till att uppdragsperceptionen snävas in hos lärare på ett sätt som gör att de riskerar att förlora kontakten med viktiga delar av sitt uppdrag, och således även med möjligheten för att lyckas uppfylla utbildningens syften. Detta utgör då en de-professionalisering.
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