| 1. |
- Bohman, Karin, 1983-
(författare)
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What is music education? : discursive construction and legitimisation of theory and practice in a Swedish upper secondary school
- 2024
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Doktorsavhandling (övrigt vetenskapligt/konstnärligt)abstract
- The overall purpose of this thesis is to describe and discuss the discursive constructions and legitimisations of Music and Music theory in Swedish upper secondary school context. Thereby, this thesis is part of the construction and debate concerning theory vs practice in Music education. The study is based on classroom observations and interviews with teachers and students. The study is conducted during two consecutive autumn semesters, where the first autumn observations are conducted in the Music subject Ensemble, and the second semester in the Music theory subject Aural skills and music theory as well as Ensemble. The results and analysis show that Music and Music theory are predominantly differently constructed, through the discourses permeating the courses within the subjects. Ensemble, as a Music subject, is constructed through musical practice, and only activities that are not directly related to playing – as an activity – need legitimisation, whereas Music theory as a subject appear as continuously legitimised through its connotations to the Music subject. The Ensemble course is constructed as the nucleus around which other parts of the education pivots, including courses in Music theory. Through the analysis of events, event series, regularities and condition of possibility (Foucault, 1970), present thesis demonstrates that expressions of resistance and challenge for the regulatory discourses within the two subjects endure. However, discourse flexes and bends though continue to permeate the regular events and thus also the condition of possibility. External context and professional culture (Ball et al., 2012), is viewed as entailing discursive rooms and views that construct both theory and practice. External context, such as genres of music outside of ensemble education, and the teachers’ professional cultures as musicians permeates the discursive construction of the ensemble subject as well as teacher identity. In conclusion, Music and Music theory as subjects in upper secondary education, as they appear in the context of this study, can hence be viewed as two points on a balance-board, where the weight of discursive power vii shifts from one side to the other dependent on within which discursive (class)room they are taught.
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| 2. |
- Erixon, Per-Olof, 1954-, et al.
(författare)
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Short-term international immersion model (STIIM) : supporting internationalisation for doctoral students
- 2024
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Ingår i: Internationalization of the doctoral experience. - : Routledge. - 9781032329673 - 9781032329680 - 9781003317555 ; , s. 66-75
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Bokkapitel (refereegranskat)abstract
- The short-term international immersion model (STIIM) for the internationalisation of doctoral education is a meeting between groups, or cohorts, of doctoral students from at least two countries. This chapter describes STIIM, and through examples from a four-day meeting in Wales, we illustrate how STIIM meetings can be designed to support learning and internationalisation. The chapter frames STIIM in its historical context in Norway and Sweden, highlights the democratic aspects of the model, and demonstrates the importance of socialisation into the academy as a global arena as supported by the model.
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| 3. |
- Löfgren, Maria, 1976-, et al.
(författare)
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Literature manuals in times of new mediacy in Sweden
- 2024
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Ingår i: L1-Educational Studies in Language and Literature. - : International Association for Research (ARLE) in L1-Education. - 1567-6617 .- 1573-1731. ; 24:2
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Tidskriftsartikel (refereegranskat)abstract
- The present article focuses on the role of the teaching and learning of literature in a large-scale Swedish, professional development programme for teachers called the Reading Lift. More specifically this study, using qualitative content analysis, examines the educational function of the most prominently referred to literary didactic theory and method developers in the program: Judith Langer, Aidan Chambers, Louise M. Rosenblatt, and Rita Felski, but also the relationship between literary didactics, literacy, and fiction. The results show a strong domination of Langer-inspired manual and strategy-based approaches, primarily promoting efferent reading stances. More holistic hermeneutic and dialogic approaches in support of aesthetic reading, represented by Chambers, Rosenblatt and Felski, are less common. Further, there is a strong alliance between the literacy concept and the systematic and manual-based literary didactic approaches. Also, in the literacy discourse, literary works of art have become not just texts amongst other texts, and foreign, but are also framed as hypermediacy. Based on our results we tentatively suggest that a shift in paradigms of literature education has taken place, from literature pedagogy, grounded in print culture, to literature didactics, situated in new mediacy and the digital.
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| 4. |
- Erixon, Per-Olof Arne, 1954-, et al.
(författare)
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Early academic drift in teacher education in esthetic school subjects from the 1940s to 1970s : a Swedish case
- 2023
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Ingår i: Arts education policy review. - : Routledge. - 1063-2913 .- 1940-4395.
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Tidskriftsartikel (refereegranskat)abstract
- The “academic drift” of professional education is an international phenomenon typically associated with the 1960s and 1970s and reflects an approach to problem-solving whereby science is regarded as the single-most important element while solving practical problems. Specifically, we focus on how esthetic school subjects from our media ecology perspective are challenged when some mediations, both theory- and script-based, are rewarded at the expense of action-based knowledge forms. In the study, we consider Official Reports of the Swedish Government (SOU), a type of authoritative policy text intended to influence an activity, but which govern less formally than “governing policy texts”, such as bills, which are legislative in nature. Our study shows that scientifically based content obtained greater space in various Techer Education programmes, while at the same time practical issues were theorized and given greater prominence. We conclude that the mentioned reforms have challenged the subject paradigm, and future subject ecology, involving changed recruitment patterns of teacher educators and shorter preparation studies for teacher students in the practical/esthetic subjects but also opportunities to develop new content and new methods.
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| 5. |
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| 6. |
- Erixon, Per-Olof, 1954-, et al.
(författare)
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Diversification and division : 'academic drift' in Swedish teacher education in the aesthetic school subjects in a new higher education structure
- 2023
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Ingår i: Education Inquiry. - : Routledge. - 2000-4508.
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Tidskriftsartikel (refereegranskat)abstract
- This study deals with the academisation or “academic drift” of teacher education in the aesthetic subjects in Sweden from the 1970s to the millennium shift. After long preparations that already began after the Second World War, TE, along with other vocational education, was integrated into the Swedish university system as part of the expansion of the higher education sector in 1977 (H77). The study’s aims were to describe and analyse how the conditions for teacher education in practical/aesthetic subjects changed in the new and diversified higher education sector. For the study, we drew on Official Reports of the Swedish Government (SOU), a type of authoritative policy text intended to influence an activity, but which govern less formally than “governing policy texts” like bills that are legislative in nature. Our study reveals that a division was made between the old, prestigious and discipline-based universities and the newcomers in terms of vocationally-based education. The entire teacher education ended up on the periphery of the new higher education sector. We establish that the absence of own academic structures and thereby power within the higher education structures has harmed the independent development of teacher education in the aesthetic subjects as part of the enlarged higher education sector in the process of them moving from school subjects to university-like disciplines.
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| 7. |
- Erixon, Per-Olof, 1954-, et al.
(författare)
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Teachers’ personal epistemologies and professional development
- 2023
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Ingår i: Journal of Further and Higher Education. - : Routledge. - 0309-877X .- 0013-1326. ; 47:3, s. 311-323
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Tidskriftsartikel (refereegranskat)abstract
- This article deals with the personal epistemologies developed by teachers who undergo academic continuing education on an advanced level at a time when conflicting discourses form the basis of teaching in today’s school, i.e. academisation on one hand and measurability and accountability in the name of New Public Management on the other. To give the interviewed teachers in this study an opportunity to clarify and become more aware of their epistemologies and to assist in getting started, we initially presented concepts developed in an academic discourse: Hofer’s account of different, interrelated dimensions of ‘personal epistemologies’, clustered in two areas: the nature of knowledge, and the nature or process of knowing. As a result, we interpret the students’ epistemological beliefs through a professional perspective, i.e. as justification of the profession’s academisation. In their unhesitating confident trust in practitioners’ knowledge, as mainly acquired from experience in the field, they express a vocational habitus. One may thus assume that practitioners possess proven experiences, i.e. experience-based knowledge that they have acquired and that should be recognised and added to the knowledge base of the field in an academic and vertical discourse.
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| 8. |
- Löfgren, Maria, 1976-, et al.
(författare)
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Literature—a high risk implementation route to literacy?
- 2022
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Ingår i: L1-Educational Studies in Language and Literature. - : International Association for Research in L1 Education (ARLE). - 1567-6617 .- 1573-1731. ; 22:1
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Tidskriftsartikel (refereegranskat)abstract
- This article is about the implementation of a literary module in a large scale Swedish professional development programme for teachers called the Reading Lift, which was introduced in 2014 in response to alarming PISA results. While the government-assigned preparatory work stressed the importance of literature and literary didactic methods, this area was reduced significantly in the hands of the National Agency for Education. For upper secondary school, the Agency did not initially plan for any literary content. This article examines what happened when L1 teachers demanded a literary module. Specifically, we study how the module was implemented and how literature is viewed. The study is based on interviews with researchers who contributed with content on behalf of the Agency and qualitative content analysis of the literature module. Results show that the module represents a focus on knowledge and art, unlike the instrumental and skills focused perspectives on literature for compulsory school, explored in an earlier study. One explanation for this, is that the influence of street-level agency bureaucrats was reduced due to various circumstances. The result was to the benefit of literary education but at the same time a high-risk route for the Agency’s requirements for measurability
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| 9. |
- Ahrenby, Hanna, 1978-
(författare)
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Värdegrundsarbete i bildundervisning : en studie om iscensättning av policy i grundskolans senare år
- 2021
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Doktorsavhandling (övrigt vetenskapligt/konstnärligt)abstract
- The overall purpose of this thesis is to describe and discuss preconditions for the enactment and the construction of fundamental values in art education in secondary school. The study is based on ethnographic methods, including classroom observations, video recordings and interviews with art teachers and pupils. Three art teachers and 36 pupils in grade eight and nine (age 14-16) have participated in the study. The schools are located in areas of different socio-economic status. Besides interviews, the empirical material consists of observation notes, video and sound recordings, documents and photographs from the observed lessons. In total, 27 lessons were observed and recorded, 20 interviews with teachers and seven interviews with pupils were conducted. The empirical material is analysed with a combination of policy enactment theory (Ball et al. 2012) and concepts form Bernstein (2000, 2003) and Bakhtin (1981, 1986).The analysis reveals that the conditions for policy enactment are created by several factors that interact. It is impossible to designate a single factor to explain why the enacted curriculum turns out the way it does. The contextual dimensions, such as material context, situated context, professional culture and external context (Ball et al. 2012), constitute a complex and unique contextual mix in every school. Together with existing subject traditions and teaching practices in art education, the unique contextual mix creates the conditions for enacting the fundamental values in art education.The art subject carries a tradition of image-making that pushes more theoretical syllabus content,such as image analysis, aside. The situated context influences the professional culture and, therefore,they function as a lens for selecting and translating the curriculum. Regardless of teachers' intentionsto enact the fundamental values in art education, the external context can create obstacles. The goal and result management of school leads to a focus on measurable subject knowledge and drive awayother curriculum parts such as the fundamental values, making it challenging to work with fundamental values in Art education.In conclusion, there are no prerequisites for realising the intentions of the fundamental values as expressed in the curriculum. Despite this, the fundamental values have a given place in Art education. Although, it is not always expressed verbally; instead, it is image-borne.
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| 10. |
- Bergmark, Ulrika, et al.
(författare)
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Relationen mellan vetenskaplig kunskap och praktisk lärarkunskap
- 2021
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Ingår i: Skola på vetenskaplig grund i praktiken. - Lund : Studentlitteratur AB. - 9789144138985 ; , s. 109-127
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Bokkapitel (övrigt vetenskapligt/konstnärligt)abstract
- I det här kapitlet presenterar vi analyser av akademiska texter som lärare skriver inom ramen för sin magisterutbildning. Vi fäster särskild uppmärksamhet vid hur lärare i sitt akademiska skrivande förhåller sig till egna förvärvade och beprövade kunskaper å ena sidan och vetenskaplig och teoretisk kunskap å den andra.
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