| 1. |
- Boström, Lena, Professor i pedagogik, 1960-, et al.
(författare)
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Attraktiva lärarutbildningar med praktiknära forskning
- 2024. - 1
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Ingår i: Globala utmaningar– lokala lösningar. - Sundsvall : Mittuniversitetet. - 9789189786752 ; , s. 136-138
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Bokkapitel (övrigt vetenskapligt/konstnärligt)
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| 2. |
- Boström, Lena, Professor i pedagogik, 1960-, et al.
(författare)
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Being A Principal of School Age Educare Centers; a comparison between Sweden and Switzerland about a complicated assignment
- 2024
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Konferensbidrag (refereegranskat)abstract
- Extended education is an emerging field and being the principal of School-Age Educare Centers (SAEC) does not only mean pedagogical, operational and administrative responsibility, it includes also the responsibility for the aspect of care provided to the children during their stay at SAEC. In the educational practice of SAEC staff with heterogenous professional background act in various learning environments. The principals' knowledge and perceptions of the SAEC is decisive in order to drive organizational educational change (Meyer et al., 2022). Leadership in SAEC seems to be more complicated than in school (Boström & Haglund, 2020). Research on principals' work in SAEC is sparse in Sweden (Glaés-Coutts, 2021; Jonsson 2018, 2021) and non-existent in Switzerland. On the other hand, there is extensive research on how prevailing discourses influence successful schools: if principals and staff embrace the same rules, norms and beliefs over time and if there is mutual cooperation (Lomos et al., 2011; Scheerens et al., 2007; Seashore & Murphy, 2017). Therefore, it is both important and relevant to study this field.The objective for this study is to analyze and compare principals' perceptions of their mission with a focus on SAEC. The aim is to generate knowledge about this unexplored area and to compare the professional practice internationally.The theoretical perspective is based in school improvement theory (Fullan, 2010; Bredeson, 2002). Critical parameters emphasized are structure, culture and leadership (Höög, & Johansson, 2014). Internal improvement capabilities which seem to be particularly important for school improvement are communication, cooperation, skills development and leadership (Björkman, 2008; Grissom et al., 2021).In this study a comparative content analysis (Krispendorff, 2016) is used as research method to analyze and compare the principals’ views on SAEC and their leadership. This method allows us to draw meaningful sense-making processes (Weick, 1995) and comparisons to make inferences about the similarities and differences between the two contexts. The sample consists of twelve interviews with six principals in each country.The preliminary results show a growing awareness of the pedagogical role as principal in Sweden, emphasizing the whole school day. This blurs the boundaries between the school and SAEC which becomes problematic for maintaining the distinctiveness of SAEC. In Switzerland, principals acknowledge their lack of professional knowledge on the function of SAEC and the workforce’s skills. Principals face the dilemma to mainly serve parental needs as a professional and empirical orientation. The results also pinpoint how cultural values, norms, or ideologies are reflected in principals’ perceptions about their leadership.The educational importance of the study is to extend the principals’ vision on SAEC and view a child’s entire school day to serve its individual needs. The connection to the conferences theme is that quality for professional education for enhanced school effectiveness and improvement begins in principals' understanding and leadership of their mission.
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| 3. |
- Boström, Lena, Professor i pedagogik, 1960-, et al.
(författare)
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Extra adaptations and special support; current issues in School Age Educare in Sweden
- 2024
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Ingår i: NERA - Abstract book 2024.
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Konferensbidrag (refereegranskat)abstract
- The background for this study is the lack of research and knowledge about extra adaptions and special support in School Age Educare Centers (SAEC) (Skolinspektionen, 2023). Early and adequate interventions are prerequisites for pupils to reach the educational goals. Since many pupils who need extra adaptations and special support require more time to be able to reach the goals, it becomes even more important to support works during the pupil's entire day in school and in SAEC. SAEC - teachers have the responsibility for meeting pupils needs, but individual solutions for pupils are problematic since SAEC is not a compulsory part of the school system and the foundation of the SAEC is participation, togetherness and community (Wernholm, 2023). However, a consequence of the SAECs supplementary and compensatory assignment is that SAEC-teachers need to assess which pupils need extra adaptations and special support and what teaching is required. As a theoretical framework, the relational perspective (Nilholm, 2020) will be used.This study has a quantitative approach. It is based on one part of a web-survey answered by 400 participants from five professional groups in Swedish SAEC and their experiences about extra adaptations and special support. The aim is to find out how the various professional groups meet pupils in need of support and what adaptations are made, as well as distinguishing perceptions between the groups. Descriptive statistics presented an overall picture of the various claims on a group-level. The Mann–Whitney test investigated the distinctions between professional categories. The results are still under processing, and it will be reported with descriptive statistics and significance testing.The preliminary results highlight that different occupational groups experiences the role of special education in SAEC differently. The result also shows different conditions for working with extra adaptations and special support in SAEC. For Nordic educational research the study is of importance because it draws attention to a research area where research is totally lacking (Skolinspektionen, 2023). Further, it combines perceptions of special education related to different actors in SAEC. The study also problematizes the prerequisites of special education and the SAEC to include all children in the regular after-school activities. It also has a quantitative approach, which is quite unusual for research in this field. In addition, it makes a unique contribution to SAEC-research in combination with special education. For all professionals in SAEC, this study makes an important contribution because special teachers/pedagogues are predicted to receive an increased importance in the SAEC, to compensate and supplement school (Karlsudd, 2022).
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| 4. |
- Boström, Lena, Professor i pedagogik, 1960-, et al.
(författare)
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Framtidens välfärd och välfärdens framtid
- 2024
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Ingår i: Globala utmaningar– lokala lösningar. - Sundsvall : Mittuniversitetet. - 9789189786752 ; , s. 147-150
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Bokkapitel (övrigt vetenskapligt/konstnärligt)
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| 5. |
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| 6. |
- Boström, Lena, Professor i pedagogik, 1960-, et al.
(författare)
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Teacher Shortage in Sweden : Different Perceptions from Different Professional Groups
- 2024
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Konferensbidrag (refereegranskat)abstract
- Internationally, teacher shortage appears to be a major societal problem, including Sweden (Boström et al., 2022; See & Gorard, 2020). According to the United Nations (UNESCO, 2016), the world needs at least 69 million new teachers to reach the education goals of Agenda 2030. In Europe, there is a shortage of teachers in basically all countries (Federičová's, 2020; The European Commission, 2020; OECD, 2020). In Sweden, the Swedish Na-tional Agency for Education [Skolverket] (2019; 2020) and Statistics Sweden (2017a, b) have alerted to the problem. Various actors (media, politicians, opinion leaders and trade unions) have in Sweden expressed their definite and different views on the matter (Kungliga Ingenjörsvetenskap-sakademin,2020). The voices of researchers, teachers and principals are though to a large extent absent (Boström, 2023). At the same time, all stakeholders agree on both the existence of teacher shortage and the im-portance of educated teachers in schools for creating the best possible con-ditions for students to learn.Our interest is to delineate the specific aspects of the teacher shortage's concerning causes and possible solutions according to professional groups in the field, i.e., that have concrete experience of teacher shortage and its consequences. The research questions for this study are:• According to seven different professional groups, what are the causes and solutions of teacher shortage?• Are there differences and similarities between the various professional groups regarding causes and solutions? If so, in what respects?Theoretical framework for the study is ”wicked problem” (Rittel & Web-ber, 1973). It refers to complex, open-ended, and ambiguous problems that are difficult to define, have no definitive solution, and are interconnected with other problems and societal issues. Wicked problems are characterized by their complex nature, the presence of multiple stakeholders with con-flicting interests, and the lack of clear problem boundaries. The wicked problem theory emphasizes that traditional approaches to problem-solving are often insufficient for addressing complex problems. Instead, it encour-ages a more holistic and collaborative approach, involving various stake-holders, disciplines, and perspectives.The study is based on a web survey, answered by 605 informants, consisting of 40 items about causes and possible solutions based on previous research and dialogue meetings with regional and national policy actors. The selection of participants included both academic and practical professions as well as a representation of teacher students. Data are analyzed by de-scriptive and inferential statistics. The results are reported with descriptive statistics and significance testing. Descriptive statistics presents an overall picture of the various items at a group level. Mann–Whitney U- test investigates the distinctions between professional categories.Preliminary results indicated that items were differently relevant for different professional groups. Three professional groups diverged largely from other groups, namely health staff, uneducated teachers, and teacher train-ers. The results confirm the importance of seeing the problem as “wicked” and therefore engaging diverse stakeholders in the problem-solving process to foster collective intelligence and shared responsibility. The connection to the conferences is evident, i.e., the role and impact of educated teachers in the context of school effectiveness and improvement.
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| 7. |
- Damber, Ulla, 1957-, et al.
(författare)
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Swedish student teachers’ perceptions of consequences of the teacher shortage for their future profession
- 2024
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Ingår i: Social Sciences & Humanities Open. - : Elsevier BV. - 2590-2911. ; 10
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Tidskriftsartikel (refereegranskat)abstract
- The current teacher shortage is a global phenomenon, and it has spurred research from various perspectives. However, there is limited research on student teachers’ perceptions, in particular in the Nordic countries. This study, therefore, is based on 75 student teachers’ perceptions of the teacher shortage and its consequences for their future profession, their students, and society at large. Empirical data was analysed with reflexive thematic analysis and following Bronfenbrenner’s ecological systems theory. The answers show great concern from all three perspectives. The conclusions are that the teacher shortage must be understood and addressed on a broad front that includes student teachers.
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| 10. |
- Boström, Lena, 1960-, et al.
(författare)
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Didaktik i fritidshem ur svenska rektorers perspektiv : särskiljande föreställningar möter en pedagogisk praktik
- 2023
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Ingår i: Pedagogisk forskning i Sverige. - : Linnaeus University. - 1401-6788 .- 2001-3345. ; 28:4, s. 142-171
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Tidskriftsartikel (refereegranskat)abstract
- Syftet med den här studien är att bidra med kunskap om svenska rektorers upp-fattningar om didaktikbegreppets innebörd i fritidshemmet. En tidigare studie har visat särskiljande uppfattningar hos rektorer i relation till andra aktörer inom fritidshemmet, varför behovet av en fördjupad studie av rektorers uppfattningar är relevant. Det empiriska materialet består av en webenkät besvarad av 51 rektorer omfattande öppna och slutna svarsalternativ. Det har analyserats med inferentiell och deskriptiv statistik samt innehållsanalys. Studien synliggör upp-fattningar rektorer har om innehållet i begreppet didaktik i fritidshem. Rektorer anser sig generellt sett ha goda kunskaper om begreppet, men deras beskrivningar av begreppet är relativt knapphändiga. Inga tydliga samband föreligger mellan rektorernas svar och deras ålder eller år inom yrket. Vidare visar resultatet få skill-nader mellan dem som anser sig ha goda kunskaper inom fältet och dem som an-ser sig ha mindre kunskaper. Den kvalitativa analysen av svaren genererade några olika teman om didaktik och undervisning med viss anknytning till didaktisk teoribildning. Slutsatsen är dock att rektorerna inte beskriver begreppet didaktik ingående eller mångfacetterat, men att det i viss mån sammanlänkas med under-visning, särskilt i skolmiljön. Gällande undervisningsbegreppet gör rektorerna mer explicita uttalanden, men dessa kan tolkas som tydligare länkade till rektors-rollen i grundskolan. Inga spår av didaktik i relation till fritidshemmets omsorgs-perspektiv kan skönjas. Ska rektorer leda verksamheten i fritidshemmet på ett framgångsrikt sätt krävs en samsyn mellan dem och personalen om hur upp-dragen ska förstås och genomföras. Där spelar didaktiken en avgörande roll. Av detta skäl ser vi behovet av intensifierad forskning på fältet som stort.
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