| 1. |
- Bagger, Anette, 1974-, et al.
(författare)
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The Liminal Space Between National Tests and ICT for Teaching and Learning : (Dis)Harmony of Teacher Roles
- 2019
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Ingår i: ECER 2019 - European Conference on Educational Research, Hamburg, Germany, 3-6 September, 2019.
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Konferensbidrag (refereegranskat)abstract
- During the last decades, a neo-liberal governing of public education has emerged and been enhanced throughout the school- systems in nations (Au, 2016). Following from this, the vehicle of development in the nordic education systems are anchored in a corporate-logic in which economic competition and technological change have taken central places (Antikainen, 2006). An orientation towards goal-management and a marketisation of the school has been displayed in reforms especially from the 1990s and forward, encompassing choice, efficiency and accountability (Rönnberg, 2011).Two examples of this is the very predominant practices of the increased use of ICT in teaching and learning and also, increased emphasis on national assessment (Verger, Lubienski & Steiner-Kamsi, 2017). Both of these practices are in the core of making education more efficient and holding higher quality, which is ultimately the teachers responsibility and something that the schools is held accountable for. Enhancement of knowledge and quality is assumed to be an engine for progress and are at the same time means for the state to govern a system that is imprinted by globalisation, decentrantralisation, privatization and local self-governing (Carlbaum, Hult, Lindgren, Novak, Rönnberg, Segerholm, 2014). Data-use in education have then become important tools for producing evidence, as quality indicators and for the settings of goals (Prøitz, Mausethagen & Skedsmo, 2017), which is seen both in the collection of results from the tests and in the use of ICT in the classroom.This contribution explores two of the most prominent reforms made in the Swedish school system the last decade, and that have connections to the above depicted global and neo-liberal logic of governing education. 1: Increased emphasis on the use of ICT in teaching and learning and 2: Increased and earlier national assessment and grading. The Swedish context in particular provides a large number of ICT initiatives, so called one-to-one computing, with both laptops and tablets for each student reported in almost all of the 290 Swedish municipalities (Becker & Taawo, 2018). In addition, national testing has been advanced and is now administered to preschool class, third grade, sixth grade and ninth grade in compulsory school.They are both very dominant as institutionalised practices in the Swedish school and we state that they carries with them disparate routines, rules and roles for how to be a teacher. At the same time, the nordic school model is characterized by “providing schooling of high and equal quality, regardless of children’s and young people’s resources, origin and location“ (Lundahl, 2016, p. 3). These elements of equity and quality is also a point of departure and argument for implementing changes in school policy. Although equity is not very well demarcated, and heavily weighted with the neo-liberal logic and in addition, depicted as something the schools and teachers are held accountable for (Bagger, Norén, Boistrup & Lundahl, 2019). Therefore, the teachers role become in the core of these changes and how their space of action within the dominant practices of national testing and use of ICT in teaching and learning, important to explore further.The purpose of this article is to contribute with knowledge on the teacher role in the practice of using ICT in education and the practice of giving national tests. Three research questions have guided the investigation: RQ1: What does the teachers role include in the practice of giving tests appear. RQ2: What does the teachers’ role include in the practice of using ICT in teaching and learning? RQ3: What differences and similarities are there in the two settings regarding demands, expectations, norms and routines - what “is” it to be a teacher and go between these contexts.Methodology, Methods, Research Instruments or Sources Used: Van Leeuwens (2008) theories was the point of departure in our exploration of the teachers’ role in relation to the practice at hand. Therefore, both of these investigated practices are understood as social practices. We then draw on Van Leeuwens (2008) understanding of social practices and how they shape and contribute to the role of the teachers. Van Leeuwen define social practice from 10 different elements: participants, actions, performance modes, eligibility conditions (participants), presentations style, times, locations, eligibility conditions (locations), resources: tools and materials, eligibility conditions (resources). All these concepts shall be understood in relation to the social practice. Thus, the concept of participant concern a specific role of, for example, teachers and students in the two contexts.The actions were then framed as performed in sequences which includes, for example, the pace of an action, performance modes, time and location (Van Leeuwen, 2008). Teachers are within these assumed to construct specific knowledge situated within legitimate perspectives. Hence, prevalent social discursive practices shapes and contributes to the role of the teachers whilst creating a possible space for action at the same time as the teachers shapes and contributes to the social discursive practice. The empirical material originates from two larger research projects (dnr:721-2013-774; drn: 721-208-4646) founded by the Swedish research council. The data comprise 21 teachers in the national test project and 26 teachers in the ICT project. The material contains classroom observations assisted with video, audio and field note documentation and retrospective teacher interviews individually and in groups. In both projects, teachers were interviewed and observed with the purpose of exploring the role of the teacher in the social practice at hand - but with different focus areas. In the NP project the aim was to look into if and how the student was affected by testing and in the ICT project the aim was to examining the kinds of enacted practices that arise from teachers’ organisation of the physical space, including ICTs, and teachers’ communication. We have in this article revisited the data from both projects, with a common methodology which makes the two social practices and their effect on the teachers’ role, comparable. The analytical procedure was to explore which specific participants (teachers) take which particular actions and in which performance modes they are performed, to which time-aspects and locations for the two practices and thereafter compare the teacher's role. Conclusions, Expected Outcomes or Findings: The roles in the national test practice and the ICT practice are here considered as a liminal space between two different social practices. Individually, these bear with them significantly different spaces, times for action, levels of creativity, kinds of questions, answers and support and essentially how the teacher approaches the students and the tasks. The major differences indicate that in the social practice of ICT, the teacher's role is supposed to promote creativity and stimulate curiosity, creativity and activity. Activity is also crucial in the situation of national tests, but the teacher role is in essence supposed to promote students listening, following and focusing on individual achievement. Further, order issues as sound level and how and where to sit, differs greatly. A conclusion is that between these practices, there is a (dis)harmony of acting as a teacher. When we reflect on the outcome, these practices are significantly different in a way that makes us to consider them as a liminal space. Still, the teacher has to move effortless and presumably seamless between these two systems of norms regarding teaching and learning. In periods, it is not very unlikely that the half of the school day is national tests and the other half consists of some kind of collaborative and creative ICT supported learning activity. The liminal space is crucial to acknowledge in terms of the energy involved in changing role, and also that it might be had for some students to understand the changed appearance of their teacher and the changed demands of the situation. The contrasts between these practices highlight probably deeper questions about what knowledge is in today’s school and society, as well as, for whom education is aimed for, and whose interest it is supposed to serve?
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| 2. |
- Bergström, Peter, 1975-
(författare)
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Bridging the Distance in Teacher Education: Teachers’ Perspectives on Process-Based Assessment
- 2013
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Ingår i: Transformative Dialogues. - : Kwantlen Polytechnic University. - 1918-0853. ; 6:3
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Tidskriftsartikel (refereegranskat)abstract
- This paper reports on a research project in which a group of teachers in a pre-school teacher education programme based at a 'satellite' study centre in a distant rural area used digital personal development planning (PDP) as a means to bridge the distance. A qualitative approach was taken that aimed to develop a greater understanding of the teacher-student relationship through research questions addressing the student role, the learning process and the assessment process. A didactical design for process-based assessment was developed and structured into three phases involving questions of the students' previous knowledge, reflections and learning. Data were collected through in-depth interviews and a student questionnaire. The material was analysed using inductive thematic analysis. The underpinning principles of power and control were helpful for understanding the social relations in the teacher-student relationship within this online context. The results indicate a conflict between the student-centred curriculum and traditional beliefs in the teacher-student relationship.
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| 3. |
- Bergström, Peter, 1975-
(författare)
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Comparative research based on one-to-one computing classroom studies in Sweden and Finland
- 2017
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Ingår i: Learning and education.
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Konferensbidrag (refereegranskat)abstract
- The approach to compare Research topic/Aim: The aim of this round table is to discuss methodological and theoretical approaches for comparative analysis. In particular, the focus concerns three aspects: 1) approaches to make comparisons of teachers’ teaching with digital technologies (e.g. one-to-one computing) in Swedish and Finnish compulsory school, and 2) what are the possibilities and challenges of making comparative analysis based on qualitative data?, and 3) what is the needs and reasons for making comparative analysis of teachers’ teaching with digital technologies?Theoretical frameworks:Methodology/research design: The quantitative Program for International Student Assessment (PISA) has showed great impact in comparative studies between countries. PISA compares pupil skills in applying knowledge in new situations. Finland has shown great success in such comparisons while in Sweden an educational crisis in media was reported. A growing body of research argue for a need of both qualitative and quantitative studies between countries. Comparative studies are afflicted with a several difficulties based on unclear purposes regarding what it is that shall be compared (Alexander, 2000). In qualitative comparative research there seems to be an emphasis of policy studies that sometimes are complemented with teacher interviews (e.g. Carlgren & Klette, 2008). One problem with interviews concern that the teachers’ narratives demonstrate the teachers’ wish in contrast to how they actually teach. Against this backdrop, in the comparative studies there is a need for systematically analysis of how teachers really teach based on classroom observations as a complement to policy studies and teacher interviews (Alexander, 2000; Phillips & Schweisfurth, 2014).Expected conclusions/Findings:The session starts with a presentation of two projects about teachers’ didactical design in one-to-one computing classrooms in Sweden and Finland. The Swedish project took place during 2014-2016 and the Finnish project took place during 2015-2016. A possible next step is to make comparative study on the empirical material. The empirical material consists of qualitative data based on 60 classroom observations and 60 teacher interviews and 10 principal interviews collected in compulsory schools in Sweden and Finland. During this session a theoretical framework is presented that possibly can support comparative analysis. Briefly, the theoretical approach is based on Bernstein’s (1990, 2000) concepts for symbolic power (classification) and control (framing). This framework constructs the possibility of a two dimensional analysis. Firstly, the spatial dimension highlights the precondition of the classroom based on the symbolic boarders between different categories such as the relationship between desks, or the symbolic boarders between ICT and other resources. The relative concept of classification indicates privileging features of classroom spatiality, or on whom power is conferred upon. Secondly, the teachers’ teaching is analysed based on the principle of who controls what. The concept of framing indicates who has the right to select content, sequence, pacing, and how assessment is communicated. In the results, an attempt was made to illustrate the relationship between the one-to-one computing classroom spaces in relation to the one-to-one computing teaching practices based on the concepts of classification and framing. After the presentation the floor is open for discussion among the participants.
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| 4. |
- Bergström, Peter, 1975-
(författare)
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Den andra rapporten för projektet "Lärmiljön för studerande i masterprogrammet i omvårdnad"
- 2015
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Rapport (övrigt vetenskapligt/konstnärligt)abstract
- I den här rapporten redovisas den andra intervjuomgången av studenter i masterporgrammet i omvårdnad. Det övergripande syftet är att förstå de kunskaper som studenter i masterprogrammet i omvårdnad förvärvar under utbildningen. För att besvara syftet har följande forskningsfrågor formulerats: 1) Hur ser relationen ut mellan praktiska och teoretiska kunskaper ut i masterprogrammet i omvårdnad? 2) Vilka möjligheter och val ges till studenterna i de kurser de läser i masterprogrammet i omvårdnad? 3) På vilka sätt ”studievägleder” studenten sig själv i masterprogrammet i omvårdnad? Under höstterminen 2014 har totalt sex studenter intervjuats. Intervjuerna fokuserade på följande områden: studentens arbete, studentens val av kurser, examensmål i masterutbildningen. Resultatet indikerar från vilka utgångspunkter studenter väljer kurser samt vilka kunskaper de möter. För studenterna föreligger en fara för reproduktion av horisontell kunskap i kontrast till val av kurser där studenterna möter kunskaper som kommuniceras med ett mer abstrakt språk.
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| 5. |
- Bergström, Peter, 1975-
(författare)
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Designing for the unknown : Didactical design for process-based assessment in technology-rich learning environments
- 2012
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Doktorsavhandling (övrigt vetenskapligt/konstnärligt)abstract
- This thesis is based on a study of the development of education through theinnovative use of process-based assessment in technology-rich learningenvironments in teacher and nurse education. The study of process-basedassessment addresses the aim of creating a better understanding of the shiftin emphasis from teaching to learning with regard to theory and practice.The research questions address the use of process-based assessment, andhow the social relationships and issues of content can be understood intechnology-rich learning environments. A methodological approachinvolving design-based research was found to be especially applicable. Thestudy was designed in three iterative didactical design cycles for processbasedassessment in which the first and third cycles were analysed. Theempirical material comprises qualitative semi-structured interviews withteachers and students and questionnaires with students. The empiricalmaterial was analysed through inductive thematic analysis. The theoreticalanalyses in the comprising articles are mainly based on Bernstein’stheoretical framework for studying social relationships through concepts ofsymbolic power and control. For understanding change, with regard to theshift in emphasis from teaching to learning, the analysis is taken to a metalevelby applying Bernstein’s concept of pedagogical device.The results outline the shift in emphasis from teaching to learning fromboth a theoretical and practice perspective. Theoretically, the shift inemphasis from teaching to learning is based upon a shift in symbolic powerand control for teachers. In practice, the shift of symbolic power and controlbetween the teacher, student and content outline considerable overlapsbetween teacher-student, teacher-content and student-content. The overlapshighlight the empirical contribution in this thesis through the concept of“process” that is understood as a negotiation between teacher-student,teacher-content and student-content. The weakening symbolic powerrelationship made a multi-dimensional analysis of the teacher-studentcontentrelationship possible. Theoretically, the shift of symbolic poweroutlines a process of recontextualisation of a new discourse for teaching,learning and assessment. The multi-dimensional analysis highlights thetheoretical contributions to understanding the concept of discourse fromBernstein’s perspective through which the content and context create thediscourse. For practice, process-based assessment frames the notion ofdesigning for the unknown. Designing for the unknown is considered as aframework based upon a set of rules through which teachers and studentsadapt to a problematising approach in teaching, learning and assessment
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| 6. |
- Bergström, Peter, 1975-, et al.
(författare)
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Developing the role of Swedish advanced practice nurse (APN) through a blended learning master's program : consequences of knowledge organisation
- 2018
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Ingår i: Nurse Education in Practice. - : Elsevier. - 1471-5953 .- 1873-5223. ; 28, s. 196-201
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Tidskriftsartikel (refereegranskat)abstract
- This paper reports on a research study conducted with a group of nurses in Sweden enrolled in a newly developed blended learning master's programme to become advanced practice nurses (APNs). As background, the paper presents the regional needs the programme is intended to address and describes how the programme was designed. The aim was to understand how, from students' perspective, the nurse master's programme structured knowledge for their future position as APNs. The research question focuses on how the master's programme prepares students by meeting their diverse needs for knowledge. Empirical material was collected at two times during the students' first and second years of study through semi-structured qualitative interviews. The findings highlight the process in which these master's students gained a more advanced identity of becoming APNs. This process demonstrates how students perceive their current position as nurses based on a discourse of knowledge in relation to the practical and theoretical knowledge they encounter in the master's programme. This article concludes by recommending that attention should be paid to developing APN role models in the current Swedish healthcare system.
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| 7. |
- Bergström, Peter, 1975-
(författare)
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Didactical design for online process-based assessment in teacher education : making the informal formal
- 2015
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Ingår i: Professional development and workplace learning. - : IGI Global. - 9781466686335 - 1466686324 - 9781466686328 ; , s. 427-443
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Bokkapitel (refereegranskat)abstract
- This chapter reports on a research project in which a group of students in pre-school teacher education participated in an educational intervention based on the development of process-based assessment. A didactical design was developed and structured into three phases for supporting students in building formal knowledge from their prior informal knowledge. Moreover, the design was implemented in an online context that facilitated documentation and reflection. A qualitative approach was taken that aimed to understand the learning environment emerging from the didactical design through the use of technology by addressing questions about the teacher's role, the learning process, and the assessment process. Data was collected through in-depth interviews and a questionnaire, which were analyzed through inductive thematic analysis. The concept of variation was used in the analysis of the student perspective on the didactical design. The results indicate how the concept of variation was helpful in highlighting the underpinning affordances and constraints of this environment and the associated social relationships.
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| 8. |
- Bergström, Peter, 1975-
(författare)
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Didactical design for online process-based assessment in teacher education: Making the informal formal
- 2012
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Ingår i: Cases on Online Learning Communities and Beyond. - Hersey : IGI Global. - 9781466619364 - 9781466619371 ; , s. 403-425
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Bokkapitel (refereegranskat)abstract
- This chapter reports on a research project in which a group of students in preschoolteacher education participated in an educational intervention based on thedevelopment of process-based assessment. A didactical design was developed andstructured into three phases for supporting students in building formal knowledgefrom their prior informal knowledge. Moreover, the design was implemented in anonline context that facilitated documentation and reflection. A qualitative approachwas taken that aimed to understand the learning environment emerging from thedidactical design through the use of technology by addressing questions about theteacher’s role, the learning process, and the assessment process. Data was collectedthrough in-depth interviews and a questionnaire, which were analyzed through inductivethematic analysis. The concept of variation was used in the analysis of thestudent perspective on the didactical design. The results indicate how the concept ofvariation was helpful in highlighting the underpinning affordances and constraintsof this environment and the associated social relationships.
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| 9. |
- Bergström, Peter, 1975-
(författare)
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Illustrating and analysing power and control relations in Finnish one-to-one computing classrooms Teacher practices in grades 7-9
- 2019
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Ingår i: Nordic Journal of Digital Literacy. - : Universitetsforlaget. - 1891-943X .- 0809-6724. ; 14:3-4, s. 117-133
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Tidskriftsartikel (refereegranskat)abstract
- This paper reports on teacher practices in tablet-based Finnish one-to-one computing classrooms in grades 7-9. The aim of this study was to increase the understanding of teacher practices by illustrating and analysing the relations of power and control in Finnish teachers' one-to-one computing classrooms. The study applied methods based on classroom observations, photographs and audio recordings of the teachers' communication. Within the context of this study, the results indicate two theoretically distinct, but varying, forms of teaching practice. These teaching practices demonstrate contrasts with regard to how the classroom spaces were organised, including one-to-one computing, as well as the teacher-enacted communication with students. Based on how power and control either was retained by the teachers or distributed to the students, this paper highlight how different meanings were constructed in student learning.
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| 10. |
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