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- Andree, Maria, et al.
(författare)
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Knowledge Products from Close-To-Practice Research
- 2024
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Ingår i: Round table presentation at the NERA-conference, 6-8 March, Malmö University.
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Konferensbidrag (övrigt vetenskapligt/konstnärligt)abstract
- ‘Close-to-practice research’ has received increased attention across the Nordic countries. Following the British Education Research Association (BERA), the notion of ‘close-to-practice research’ is used to refer to educational research that is based on problems in practice, often involves researchers working in partnership with practitioners in schools and addresses issues of relevance to practitioners. This roundtable focuses on how close-to-practice research can contribute to the knowledge base of the teaching profession by bringing together perspectives from didactics, school improvement and educational policy. More specifically, the interest is directed toward what characterizes the knowledge produced through practice-based research that may have significance for teachers' professional knowledge base and practice. The roundtable conversation builds on a previous analysis of what kinds of knowledge products are generated in didactic close-to-practice research where teachers and researchers work together within the research environment Stockholm Teaching & Learning Studies. As a result of this analysis a typology of knowledge products was proposed including: (i) descriptions of knowing, (ii) teaching design, (iii) didactic examples and (iv) methodological tools. It has been proposed that additional knowledge products may be developed, such as artifacts to be used in teaching (e.g. lesson plans, visual representations). The roundtable will include the following points of discussion: 1) a brief presentation of the typology, 2) challenging and developing the typology of knowledge products proposed by previous research by investigating different cases of close-to-practice research from traditions of action research and practice-developing research within subject-didactics, and 3) discussing how the notion of knowledge products may contribute to advancing the conversation on cumulativity in the field of educational research in general, and in relation to syntheses of close-to-practice research in particular. The participants will be engaged in conversations on the desirability and feasibility of striving towards cumulativity.
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| 3. |
- Hallström, Henrik, 1977, et al.
(författare)
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Matriser, krafter och fysik: Elevers levda erfarenheter av bedömningsmatriser i grundskolans fysikundervisning
- 2024
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Ingår i: NorDiNa : Nordic Studies in Science Education. - : University of Oslo Library. - 1504-4556 .- 1894-1257. ; 20:1, s. 72-85
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Tidskriftsartikel (refereegranskat)abstract
- Over the past decade, the use of rubrics for formative purposes in science education has attracted attention for its potential to positively influence students’ self-regulation and learning. This study explores students’ lived experiences of using rubrics as part of learning about the concept of force in the physics classroom. To address these experiences, 19 compulsory school students were interviewed about their use of a rubric specifically designed for an assignment on force and motion. Three main themes emerged from an analysis of the descriptions of their lived experiences: (i) rubrics provide a sense of control; (ii) rubrics are required for high grades, but create stress; and (iii) rubrics foster strategic learning. The experiences revealed in these themes have the potential to deepen our understanding of the challenges involved in using rubrics to teach physics and have implications for teaching students about force.
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| 5. |
- Langelotz, Lill, 1968-, et al.
(författare)
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Continuing Professional Development – a Threat to Teacher Professionalism
- 2022
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Ingår i: AERA annual meeting San Diego 21-26 April 2022.
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Konferensbidrag (refereegranskat)abstract
- This paper asks following burning question: Where is a critical know-whyperspective on education, in teachers’ continuing professional development(CPD)? Point of departure is the first result of an ongoing (2020-2023)government funded research project in Sweden. A follow-the-money approachwas used to collect data. 1000 invoices, from three Swedish municipalities,were inductively analyzed and categorized. The results exposed how ethicalissues, climate crises, and social (in)justice are almost absent in the CPDcontentas is critical know-why professional knowledge. Framed by the notionof professionalism, we here further explore one of the municipalities anddiscuss fast policies imprint on local sites, the lack of cultivating know-whyknowledge, and how CPD might be a threat to teachers’ professionalism.
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| 6. |
- Langelotz, Lill, 1968, et al.
(författare)
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Epilog: didaktisk dialog i praktiken
- 2021
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Ingår i: Levinsson, M., Langelotz, L. & Löfstedt, M. (red.), Didaktisk dialog i högre utbildning. - Lund : Studentlitteratur. - 9789144139029 ; , s. 183-187
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Bokkapitel (refereegranskat)
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| 7. |
- Langelotz, Lill, 1968-, et al.
(författare)
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How is teacher professionalism in Sweden shaped in an era of marketisation of teachers’ continuing professional development?
- 2022
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Ingår i: Transforming the Future of Education: the Role of Reserach.
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Konferensbidrag (refereegranskat)abstract
- There is an international body of knowledge about teacher development in general as well as the potential problems with commercial actors in the CPD-field. Less is known about the CPD-content and the impact it has on teachers’ professionalism. The aim of this paper is to investigate what types of teacher professionalism that a CPD-field dominated by commercial actors shape in Sweden. The starting point is an analysis of 679 invoices and the content (knowledge) offered on the CPD-market, and purchased under two years. The result is part of an ongoing research project funded by the Swedish Research Council (2020-2023).679 invoices from 73 schools were collected. The coding built on the extraction of information from the total set of invoices and on entering data into a statistic program file (SPSS) consisting of a multitude of variables – both deductively and inductively set. A practice-ecological ontology, the theory of practice architectures (TPA) is adopted, to explore how CPD-practices shape teacher practices and teacher professionalism. CPD concerns changing peoples’ sayings-doings-relatings i.e. practices (like teaching). To analyse how the CPD-content shape Swedish teachers, teacher professionalism is here conceptualized as three constituent components: behavioural, attitudinal, and intellectual. These components are previously described as overlapping but analytically seperable. The behavioural change, dominate. Teachers are supposed to develop various teaching skills related to for example computer-programs, to diagnose students and to meet students' reading-, mathematics- or communication- difficulties. This CPD is part of a world-wide edu-tech-business. The attitudinal component, where teachers’ attitudes are (to be) modified, is indeed visible in the data. Costs concern kick- off/summing-up-the-year activities, including conference-facilities, food, etc. The principal, teachers or the school health group are engaged in the content delivered. Teacher-collaboration, student-motivation or school-development etc. is focussed. Another CPD-content, overlapping attidunal and behavioural changes. Teachers are supposed to change their behaviour in relation to “problematic student behaviour” and diagnoses like ADHD. The intellectual component is not as frequent. Subject-specific CPD in Mathematics or Second Language Teaching is , however, purschased. Next step in the project is teacher- and principal-interviews to investigate the experiences of and motives for the CPD purchased and, to get hold of the CPD that take place without generating any fees. and to trace the arangments that enable and/or constrain CPD-practices. The study is limited to three (of 278) municipalities in Sweden, both national and international studies would benefit the knowledge development
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| 8. |
- Langelotz, Lill, 1968-, et al.
(författare)
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Inledning
- 2021. - 1
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Ingår i: Didaktisk dialog i högre utbildning. - Lund : Studentlitteratur AB. - 9789144139029 ; , s. 11-28
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Bokkapitel (populärvet., debatt m.m.)
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