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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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- Frelin, Anneli, Professor, 1969-, et al.
(författare)
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Teachers’ pre-occupancy evaluation of affordances in a multi-zone flexible learning environment - introducing an analytical model
- 2022
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Ingår i: Pedagogy, Culture & Society. - : Taylor & Francis. - 1468-1366 .- 1747-5104. ; 30:2, s. 243-259
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Tidskriftsartikel (refereegranskat)abstract
- Teaching in new kinds of learning environments could prove challenging, and a successful transition is facilitated by user involvement. This article reports results from the planning and rebuilding phase of a multi-zone flexible learning environment. On two occasions, one virtual and one on-site walk-through, two groups of secondary school teachers conducted pre-occupancy evaluations, indicating possibilities, challenges and activities in the four zones visited. Analyses of their perceptions of affordances, inspired by Gibson, indicated two kinds of material affordances: organisational and educational. Organisational affordances had a major influence on the kinds of educational activities that were described. Rather than coming up with new types of activities, it seemed as though their pre-occupation evaluation of the flexible learning environment made teachers consider new ways of organising the existing activities. An analytical model, TEALE, illustrating teachers’ evaluations of learning environments is introduced, and further research on organisational dimensions of learning environments is suggested.
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| 7. |
- Grannäs, Jan, 1967-, et al.
(författare)
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Concerns and Student Back-up in the Common Areas in School : The Significance of the Borderlands
- 2013
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Konferensbidrag (refereegranskat)abstract
- One of the often neglected preconditions for a productive educational environment is that students feel positive about coming to school and that they have meaningful relationships in school. In this paper, attention is directed towards the common areas that lie within the school but outside of classrooms, e.g. corridors, school yards and dining halls. The concept of the “borderlands of the common areas” in everyday activities at schools is addressed. We explore common area spaces and practices, along with the intentions of the personnel that are responsible for them.This paper presents data from a research project aiming at exploring the relational interplay between school personnel and students, its functions and complexity in the secondary school context. A year-long case study is being conducted during the 2012-13 school year at a secondary school that has recently been renovated and where the staff is working to improve the school environment. We make use of multiple data sources, including document analysis, mapping, observations and interviews. In the analyses, spatial theories are applied, a novel approach within the field. These are fruitful for understanding the factors that contribute to positive relational processes within the school context (cf Author 1 & Author 2; Ferrare & Apple, 2010). The common areas in the school are easily neglected and can be described as “non-places” in the everyday activities. The results indicate that the common areas in the school are used for practices addressing student concerns, aimed at improving conditions for students so that they can concentrate on studying. These borderland practices are viewed as constructed social spaces, where students can feel safe and enjoy coming to school. These two predicaments are in turn preconditions for enhancing students’ ability to study and to succeed.
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| 8. |
- Woolner, Pamela, et al.
(författare)
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Postdigital Manifestations of Schooling : Entrenching the Old or Enabling the New?
- 2024. - 1
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Ingår i: Postdigital Learning Spaces. - : Springer. - 9783031596933 - 9783031596902 - 9783031596919
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Bokkapitel (refereegranskat)abstract
- Research over the past two decades has made clear the importance of physical space and material resources to education, as well as the need for educators to take control of these pedagogical tools. Methods and approaches have been developed to enable them to do this. In parallel, digital devices have, in many countries, become as commonplace in schools as they are in higher education, but it is far from clear how they are being used within schools, or understood by teachers. This chapter explores this postdigital school landscape. We take as our focus compulsory schools, serving children and young people from 6 to 16, in Sweden, a digitally mature and prosperous country where we can consider what is available, the nature of current practices and uses, and the possibilities for development. It is evident that schools and schooling consist of the digital entangled with the human and the physical. Recognising that alignment of the design and use of educational space is key to its success, and that practitioners’ own knowledge of a setting is considerable, teacher involvement in planning is key. Therefore, we consider collaborative approaches to developing and sharing knowledge of using school spaces and conclude with reflections on the possibilities for just and equitable postdigital educational innovation.
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| 9. |
- Fransson, Göran, 1968-, et al.
(författare)
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Dilemmatic Spaces in Educational Contexts : Towards a conceptual framework for dilemmas in teachers work
- 2013
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Ingår i: Teachers and Teaching. - : Informa UK Limited. - 1354-0602 .- 1470-1278. ; 19:1, s. 4-17
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Tidskriftsartikel (refereegranskat)abstract
- In this article, the concept of introducing and analytically using the concept of dilemmatic space in an educational context offers a potential to elucidate and deepen the understanding of the complexity of teachers’ everyday practise in work. Traditional ways of looking upon dilemmas is that they are related to specific situations where people react to conflicting values, obligations or commitments, ending up in situations where there often is no right way to act. However, the idea of a dilemmatic space, introduced by Honig (1996), offers a more complex understanding of dilemmas and their positioning and relations. Instead of being considered as specific events or situations, dilemmas are regarded as ever-present in peoples’ living space, as in a dilemmatic space. As seen as a relational category wherein one object is related to another(s), the spatial dimensions of dilemmatic space highlight the dynamics of dilemmas and dilemmatic spaces. These dynamics are important to recognize, for instance in relations to changeable boundaries of the space or issues dealt with that conjure up the dilemmas both on an individual and social level. These changing conditions of values, decision, responsibility and authority change the rules for relations, negotiations, and positioning, and thus the boundaries for the dilemmatic space and the dilemmas. In this article, the theoretical base for the idea of dilemmatic space is elaborated and connected to conditions for teachers’ work. Some conclusions are that new concepts force us to challenge pre-conceptions and involve us in new kinds of sense making processes. As such, the idea of dilemmatic space offers a broad theoretical framework to conceptualise dilemmas as well as the complexity of the educational contexts.
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| 10. |
- Frelin, Anneli, 1969-, et al.
(författare)
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Exploring the Support Function ”School Host” as Equalizer of Educational Opportunity in the School Environment
- 2017
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Konferensbidrag (refereegranskat)abstract
- In this paper a spatial perspective is used to explore the support work of school hosts in the common areas of the school environment aimed at equalizing educational opportunities and preventing social exclusion. Recent investments in student support staff are aimed at improving student care and boosting students’ academic performances. Interviews from two case schools, complemented by observations and documents, were compared in order to determine how the hosts relate to physical, conceived and social spaces in schools. Results show ways in which spatial aspects such as the physical layout of the school enable or limit their work. Their actions are the outcome of the relations between the school environment and their task perceptions. Moreover, they draw upon established relationships.
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