| 1. |
- Mikhaylova, Tatiana, 1981-, et al.
(författare)
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“Who Killed Swedish Teacher Education?” : Historicizing current debates on teaching and teaching methods in Sweden
- 2025
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Ingår i: Teacher Education and Its Discontents. - : Taylor & Francis. ; , s. 26-45
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Bokkapitel (övrigt vetenskapligt/konstnärligt)abstract
- This chapter examines the historical context and evolution of teaching methods in Swedish teacher education. In doing so, it historicizes the ongoing debates about the quality of teacher education in Sweden and the perceived lack of instruction in teaching methods. Drawing on analysis of guidelines, government reports, recommendations, and curricula spanning from 1842 to the early 21st century, the chapter highlights changes in political reasoning about teaching, learning, and the organization of teacher education. The analysis reveals that teaching has been conceptualized in various ways throughout history. Early approaches viewed teaching as a technique for organizing and monitoring student progress. Later, teaching came to be seen as an art requiring not only good knowledge of the subject matter but also creativity and talent. With the subsequent "scientifi?ation" of teacher training and its gradual incorporation into higher education in the late 1960s, the course on teaching methodology came to be perceived as normative, emphasizing reproducible skills and best practices. As a result, by the end of the 20th century, it was replaced by the course in Didaktik, which, instead of providing teacher students with ready-made methods, focuses on critical evaluation of teaching based on relevant research. This does not mean that the question of teaching methods has disappeared from Swedish teacher education programs. However, in the highly differentiated educational system, it is handled differently by different institutions.
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| 2. |
- Mikhaylova, Tatiana, 1981-, et al.
(författare)
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Minding the gaps : The politics of differentiation in Swedish education from 1842 to the 1960s
- 2024
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Ingår i: Journal of Curriculum Studies. - : Taylor & Francis. - 0022-0272 .- 1366-5839. ; 56:2, s. 160-171
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Tidskriftsartikel (refereegranskat)abstract
- The concept of differentiation holds immense significance in education, touching upon aspects like access, inclusion, justice, and equality. However, it is also a complex and elusive notion, which acquires different meanings across historical and cultural contexts. This article explores the shifting reasoning about differentiation in the Swedish educational context. Inspired by Foucault’s account of disciplinary power, it conceptualizes differentiation as a technique for marking and addressing gaps between individuals. Drawing on an analysis of governmental and scholarly reports from 1842 to the late 1960s, the article identifies three shifts in the reasoning on differentiation: 1) from differentiation by socioeconomic class as a given factor to the search for scientific rationales for differentiation based on measurement of intellectual ability, 2) from viewing differences in intelligence as biologically conditioned and stable to viewing them as amenable to training and correction through education, and 3) from a focus on inputs to a focus on outputs. Overall, the article argues that even if the term ‘differentiation’ itself has been discursively replaced by others, the ideas underlying it—the search for gaps—continue to shape education in Sweden and beyond.
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| 3. |
- Mikhaylova, Tatiana, 1981-, et al.
(författare)
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Reading as a Societal Desire and a Scientific Fact
- 2024
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Ingår i: Nordic Education Research Association (NERA), Malmö, March 6-8, 2024. - Malmö.
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Konferensbidrag (refereegranskat)abstract
- Reading is said to have a unique place in human civilization, transcending times and cultures. It is considered crucial for school performance and the development of democratic citizens (Skolverket, 2022). However, according to the Programme for International Reading Literacy Study (Skolverket, 2023) reading habits in Sweden are declining. Overall, the act of reading is perceived to be at risk – a concern that has been eloquently articulated within and beyond the Nordic context. Declining reading habits are seen as a major challenge in contemporary societies, with potential negative effects on children’s cognitive, emotional, and personal development as well as on the formation of a well-rounded, critically thinking, and informed citizens. In examining how reading is produced as a societal, scientific and political concern (cf. Latour, 2004a), we have elsewhere introduced the concept of the ‘reading industrial complex’ (Sundström Sjödin, et al., in press). This concept posits reading as a multifaceted matter involving a wide range of actors, each holding their own view of what reading is, what it entails, and why we should care about it. The present study focuses more narrowly on the role of science in shaping perceptions of reading as a valued activity, influencing policies, and informing pedagogical practices.Theoretically, the study is inspired by Latour’s concepts of matters of facts and matters of concern (Latour, 2004a, 2004b, 2014) to explore how scientific knowledge about reading is constructed and transformed into established ‘facts’ or ‘concerns’. This involves uncovering the desires and aspirations behind research initiatives and examining the ‘laboratory life’ (Latour et al., 2013) of reading science. To achieve this aim, we trace the shifting epistemologies of reading research as reflected in the Journal of Literacy Research from 1969 to 2022. For that, we selected over 200 articles which we coded in accordance with our analytical interest and the purpose of the study. Of particular interest was to explore how the value of reading is constructed within selected articles. Preliminary findings indicate significant shifts in reading research over time. These include expanded conceptions of what counts as reading and literacy, increased interest in contexts and the use of qualitative research methods. Nevertheless, reading continues to be treated as essentially one thing, albeit complex and multifaceted, that can be observed, measured, and assessed, often at the level of the individual. In Latourian terms, then, we can say that while reading is widely recognized as a political and societal concern, it still tends to be approached as a matter of fact.
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| 4. |
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| 5. |
- Mikhaylova, Tatiana, 1981-, et al.
(författare)
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The Shape(s) of Knowledge : Pyramids, Ladders, Trees and other Visual Representations of Bloom’s Taxonomy
- 2024
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Konferensbidrag (refereegranskat)abstract
- What image comes to your mind when you hear ‘Blooms Taxonomy’? Most likely it is a pyramid with several different colored levels of knowledge from ‘remember’ to ‘create’, with implied or explicit arrows pointing upward. In fact, this visualization of taxonomy is one of the most popular. Yet, its origin remains a mystery: it was not part of Bloom’s et al (1956) original framework or the later revision (Anderson & Krathwohl, 2001). On the one hand, pyramids and triangles are a common way of visualizing theoretical models in the social and educational sciences: think of the didactic triangle, Maslow’s hierarchy of needs (1943), or Dale’s cone of experience (1946). However, while these models have largely retained their original pyramidal representations over time, Bloom’s taxonomy has evolved into various visual metaphors such as ladders, trees, circles, and flowers. What ideas about knowledge do these visualizations convey?Developed in the 1950s, Bloom’s Taxonomy was designed to provide a wide range of educational professionals with a simple theoretical model that could be used to address curriculum and evaluation problems (Bloom et al, 1956, p. 1). Essentially a product of behaviorism, Bloom’s taxonomy emphasizes observable students’ behaviors resulting from instructions. Moreover, the very word “taxonomy” represents an attempt to apply models from the natural sciences, particularly biology, to the field of education. In biology, taxonomy refers to the classification of organisms into a hierarchical structure based on shared characteristics. By borrowing this concept from the natural sciences, Bloom’s Taxonomy sought to bring a similar order and ‘scientific’ rigor to educational objectives. A taxonomy, according to Bloom, unlike a simple classification system, must follow structural rules and reflect a “real” order among the phenomena it organizes (Bloom et al, 1956, p. 18). It is a method of ordering phenomena that should reveal their essential properties as well as significant relationships among them (p. 17). Recognizing the difference between classifying phenomena in the natural sciences and more abstract educational phenomena, Bloom noted that educational objectives, when expressed in behavioral terms, could indeed be observed, described, and thus classified.Bloom’s Taxonomy has not only survived the decline of behaviorism but is still widely used in educational planning and evaluation in different parts of the world, including Europe (Anderson & Sosniak, 1994). Moreover, a new revision, known as Bloom’s Digital Taxonomy, was recently developed by Churches (2008) to account for the skills required in the digital age. Such persistence of the taxonomy can be attributed to several factors. First, its structured approach provides a practical and easy-to-use framework for educators and curriculum designers. Second, its adaptability to different visual metaphors may also contribute to its enduring appeal (see Mitchell, 2005). Third, most research on taxonomy tends to focus on its interpretations, misinterpretations and application in educational practice but ignores its historical origins, theoretical underpinnings, and visualizations.This study explores the confluence of ideas and practices through which a hierarchy of knowledge is produced and disseminated as scientific facts. Specifically, it examines the assumptions and beliefs about knowledge implicit in the Bloom’s Taxonomy and its different visual representations. In doing so, the study brings together and extends the insights from a growing body of literature on how pictorial and graphic displays of conceptual models, methods or data transform ‘invisible’ phenomena into visible facts (Baigrie, 1996; Coopmans et al, 2014; Jones & Galison, 1998; Latour, 1993, 2017; Lynch, 1981; Pauwels, 2005; Rogers et al, 2021). This means that we regard pictures as an important part of discourses that establish ‘regimes of truth’ (Foucault, 2014) and promote certain ways of thinking, knowing, seeing, and acting in the world.
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| 6. |
- Mikhaylova, Tatiana, 1981-, et al.
(författare)
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The timeless beauty of data : Inventing educational pasts, presents and futures through data visualisation
- 2024
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Ingår i: Critical Studies in Education. - : Taylor & Francis. - 1750-8487 .- 1750-8495.
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Tidskriftsartikel (refereegranskat)abstract
- This article explores the complex interplay between the visual, numerical and verbal elements of data visualisation and their role in shaping policy concerns. Focusing on the aesthetic and temporal dimensions of statistical graphics and drawing on the notion of diagram in the Deleuzian sense, the article emphasises the performative nature of data visualisation. More specifically, it explores how data visualisation suggests, rather than reveals, particular visions of educational pasts, presents and futures. Based on an analysis of graphs and charts selected from recent UNESCO and OECD reports, the article discusses the practices of the datafication of time and temporalisation and the beautification of data, which together produce ‘beautiful evidence’. This evidence informs education policies and practices and affects the way education can be seen, known and acted upon.
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| 7. |
- Mikhaylova, Tatiana, et al.
(författare)
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“Who Killed Swedish Teacher Education?” : Historicizing current debates on teaching and teaching methods in Sweden
- 2024
-
Ingår i: Teacher Education and its Discontents. - : Routledge. - 9781032727509 ; , s. 26-45
-
Bokkapitel (övrigt vetenskapligt/konstnärligt)abstract
- This chapter examines the historical context and evolution of teaching methods in Swedish teacher education. In doing so, it historicizes the ongoing debates about the quality of teacher education in Sweden and the perceived lack of instruction in teaching methods. Drawing on analysis of guidelines, government reports, recommendations, and curricula spanning from 1842 to the early 21st century, the chapter highlights changes in political reasoning about teaching, learning, and the organization of teacher education. The analysis reveals that teaching has been conceptualized in various ways throughout history. Early approaches viewed teaching as a technique for organizing and monitoring student progress. Later, teaching came to be seen as an art requiring not only good knowledge of the subject matter but also creativity and talent. With the subsequent "scientifiсation" of teacher training and its gradual incorporation into higher education in the late 1960s, the course on teaching methodology came to be perceived as normative, emphasizing reproducible skills and best practices. As a result, by the end of the 20th century, it was replaced by the course in Didaktik, which, instead of providing teacher students with ready-made methods, focuses on critical evaluation of teaching based on relevant research. This does not mean that the question of teaching methods has disappeared from Swedish teacher education programs. However, in the highly differentiated educational system, it is handled differently by different institutions.
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| 8. |
- Nebes, Amelie, et al.
(författare)
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The introduction of a software application intended for quality work in four Swedish preschools
- 2024
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Ingår i: Education and Information Technologies. - : Springer. - 1360-2357 .- 1573-7608.
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Tidskriftsartikel (refereegranskat)abstract
- This study explores practitioners’ beliefs and experiences of education, socialisation and care and their impact on the introduction of a software application for quality work in early childhood education. Based on field notes, audio recordings and follow-up semi-structured interviews in four Swedish preschools, it explores how teachers’ beliefs and experiences frame and are framed by the introduction of a software application by an EdTech company. The findings show that preschool teachers perceived the software as disruptive to their established beliefs and practices, despite efforts to align it with the preschool curriculum’s goals. It also highlights the challenges that practitioners faced in understanding and implementing the software, the importance of peer discussions and time for reflection. The study’s conclusions emphasise the importance of a thorough introduction, peer support and opportunities for reflection when introducing software in preschool settings. It also stresses the need to align software implementation with practitioners’ beliefs and experiences to facilitate a successful adoption. In addition, the study highlights the role of ongoing professional development in managing technological change in early childhood education.
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| 9. |
- Pettersson, Daniel, 1972-, et al.
(författare)
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Taming chance in education : Control, prediction and comparison
- 2024
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Bok (refereegranskat)abstract
- This volume centres the notion of "chance" in education as a key concept in contemporary education – relating to aspects like accountability, datafication, or international large-scale assessments – and discusses the impact that the historical desire to "tame" this notion has had on present-day educational policy and practice.Encouraging readers to widen their educational imagination, chapters combine secondary research from the fields of cybernetics, systems thinking, and comparative education with issues of control, prediction, and comparison as ways to tame chance in education. Using the theoretical lenses of reasoning, notions, and addendums for legitimacy to foster a critical awareness of rarely discussed educational matters, the book explores how these notions are central to the taming of chance within education. Ultimately, the authors determine the styles of reasoning that are foundational and frame how we think about, and act on, education, and thereby address one of the top priorities in educational policy, politics, and practice today.This timely book, with its unique perspective on the debates around education, will be of interest to students, researchers, and scholars in the fields of education policy and politics, international and comparative education, and theory of education. Those involved with the philosophy of education will also find the book valuable.
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| 10. |
- Sundström Sjödin, Elin, et al.
(författare)
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Läsning, ekologi och siffror : Sanningspraktiker hos en läsfrämjande aktör
- 2024
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Ingår i: Språk och litteratur - en omöjlig eller skön förening?. - Lund : Nationella nätverket för svenska med didaktisk inriktning. - 9789189874398 - 9789189874404 ; , s. 377-390
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Bokkapitel (övrigt vetenskapligt/konstnärligt)abstract
- I denna artikel redogör vi för en mindre delstudie i det pågående, och av Vetenskapsrådet finansierade, projektet Från ord till siffror. Hur läsning blir ett samhälleligt och didaktiskt problem. Med hjälp av teoretiska och metodologiska perspektiv från Science- and Technology Studies (STS) undersöker vi i projektet hur forskning, läsfrämjande aktörer och skolans svenskundervisning deltar i och konstruerar diskurser om läsningens nödvändighet. I den delstudie som är aktuell här fokuserar vi på Sveriges Författarförbund (SFF) och deras lansering av ett litteraturpolitiskt program under våren 2022. Vi undersöker på vilka sätt SFF använder exempelvis metaforen om litteraturens ekosystem och siffror som sanningsskapande praktiker. Det empiriska materialet består av SFF:s tryckta litteraturpolitiska program från 2022, en intervju med förbundets vice ordförande, samt fältanteckningar från en heldagskonferens om litteraturpolitik arrangerad av SFF. Analysen visar att ekologi och siffror är kraftfulla tekniker som skapar en berättelse om läsningens nödvändighet och utsatthet, samtidigt som dessa sanningspraktiker också genererar motsägelser och motsättningar. Läsning etableras här såväl som oumbärligt för samhället och individen, och som under hot från en mängd aktörer och processer, däribland marknadifieringen och digitaliseringen.
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