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- Aspfors, Jessica, et al.
(författare)
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A metasynthesis of research on mentor education : three emerging dimensions
- 2015
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Konferensbidrag (refereegranskat)abstract
- The aim of this meta-synthesis is to deepen the understanding and knowledge of research focusing on education for mentors of newly qualified teachers (NQTs). Altogether, 10 studies met the criteria for full inclusion and were synthesised. Three overarching dimensions were found as a final synthesis guiding the further development of mentor education: 1) Contextual dimensions, 2) Theoretical-analytical dimensions, and 3) Relational dimensions. The synthesis stresses the importance of a systematic, long-term and research-based mentor education that develops mentors’ (self-)understanding of teaching and mentoring, i.e. is well integrated in the educational context, has a balance of theoretical and practical components, includes rich possibilities for interaction and reflection and prepares for an evidence-informed mentoring.A REVISED AND EXTENDED VERSION OF THIS PAPER HAS LATER BEEN PUBLISHED AS OPEN ACCESS, SEE: http://www.sciencedirect.com/science/article/pii/S0742051X1500030X
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2. |
- Aspfors, Jessica, et al.
(författare)
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Collaboration or assessment? Some perspectives on mentoring in Finland and Sweden.
- 2010
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Ingår i: The conference Promoting Learning and Well-Being of Students and teacher at University of Jyväskylä, Finland, 7-9 June 2010..
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Konferensbidrag (refereegranskat)abstract
- Collaboration or assessment? Some perspectives on mentoring in Finland and Sweden JESSICA ASPFORS, Faculty of Education, Åbo Akademi University, Finland GÖRAN FRANSON, Faculty of Education and Business Studie, University of Gävle, Sweden HANNU L. T. HEIKKINEN, Finnish Institute for Educational Research, University of Jyväskylä, Finland In this presentation, some tensional trends within mentoring, which we call a contradiction between collaboration and assessment, will be addressed. The aim is threefold: firstly to describe and compare the development of mentoring programs in Finland and Sweden at a system level, secondly to illustrate how the various mentoring systems have been experienced by the persons involved and thirdly to discuss the political and ideological circumstances and the possible effects of these solutions. The study is based on empirical data from the Finnish and Swedish contexts, both on the level of mentors’ and NQTs’ experiences, based on interviews and/or focus group discussions and on the national policy level, based on policy documents on teacher education and, in the Swedish part, the responses of teacher educators to them. The tentative result indicates profound differences between the two national initiatives of mentoring in Finland and Sweden. The mentoring process in Finland, peer group mentoring, is clearly based on social constructivist assumptions on knowledge and learning. The integration of formal, informal and nonformal learning as well as the equality and professional autonomy as persons and professionals is central. The proposed system of a mandatory induction system in Sweden is, however, very different with mentoring, probation year, registration of teachers and possible assessment of NQTs as central components. In the presentation these issues will be discussed upon in terms of teachers’ continuing professional learning and development.
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3. |
- Aspfors, Jessica, et al.
(författare)
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Contested Architectures of Mentoring : Support, Supervision or Collective Self-Development
- 2013
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Konferensbidrag (refereegranskat)abstract
- In this paper, we describe contested practices of mentoring within and between Australia, Finland and Sweden. Our study is based on national policy documents and empirical data from participants involved in mentoring. The theoretical framework will build on practice theory (Kemmis & Grootenboer, 2008; Kemmis & Heikkinen 2012). The aim is to demonstrate three archetypes persisting in literature and practices: mentoring as supervision, support and collective self-development. In Australia, we find the three kinds of mentoring jostling with one another. In Finland, the perspective of collective self-development is emphasized. In Sweden, the traditional model of mentoring (support) has been typical since 1995, with a current reform of teacher induction which turns mentoring more into supervision.Our paper will show (1) that the meanings of 'mentoring' are contested within and between the countries involved; (2) that the three forms of mentoring identified represent three different projects: (a) assisting newly qualified teachers (NQTs) to pass through probation or (b) traditional mentoring of NQTs by more experienced teachers or (c) peer-group mentoring (PGM); and (3) that these three projects, that could be simultaneously present, also involve and imply quite different practice architectures in the form of different materialeconomic, social-political and cultural-discursive arrangements.
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5. |
- Fransson, Göran, 1968-
(författare)
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A teacher registration reform that transforms the ‘educational space’ : An analysis of changing roles, relations, powers and positions
- 2013
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Konferensbidrag (refereegranskat)abstract
- Using the theoretical perspective of ‘educational space’, this paper analyses the Swedish teacher registration reform and it´s induction system and how it changes roles, positions, relations, powers and identities within the Swedish educational system. An educational space can be understood as a relational category in which object and actor are related to another and where changeable positions and boundaries are created (Ferrrare & Apple, 2010). In this sense, actors within an educational system – such as teachers, principals, mentors and NQTs – position themselves and are also actively positioned by others (Leander & Osborne, 2008). They are also positioned by norms, values, curricula and legislation; in this case by the teacher registration reform and the structured induction system.
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6. |
- Fransson, Göran, 1968-
(författare)
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A theoretical contribution to research on ‘teacher induction policies’ and ‘mentoring policy’
- 2018
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Konferensbidrag (refereegranskat)abstract
- IntroductionMentoring is a global phenomenon. Even though the concept of ‘mentoring’ exists in different national and cultural contexts and is performed in a variety of ways, it is nevertheless a contested practice (Kemmis et al., 2014). The incoherent way of naming, framing and defining ‘mentoring’ has been discussed in the literature, in that different concepts, such as mentoring, coaching, supervision etc., have been used to describe the same phenomenon (cf. Gold, 1996; Sundli, 2007; Mullen, 2012;). For instance, Mullen (2012) writes that: “While some theorists think of coaching as a type of mentoring, others see the exact reverse – that is, mentoring as a type of coaching” (p. 9). Further, in the educational field a clear line is seldom drawn between ‘mentoring’ practiced in initial teacher training and the ‘mentoring’ of newly qualified teachers. This may mean that the same phenomenon is described in different ways, or that different descriptions are applied to the same phenomenon.The purpose of this conceptual paper is to problematize how the concept of ‘mentoring’ is used in the literature to address the ‘phenomenon of mentoring’.Perspective(s) or theoretical frameworkIn this study, a sensemaking perspective is used to acknowledge the processes of sensemaking and negotiation of meanings. According to Weick (1995), sensemaking involves three specific elements: a frame of past moments and understandings, cues of the present moment of experience and a connection in-between, Accordingly, ‘the content of sensemaking is to be found in the frames and categories’ (p. 111) that summarize past experiences. Thus, how the concept of ‘mentoring’ or the ‘phenomenon of mentoring’ is made sense of in individual or specific contexts is a result of negotiations of meanings.Methods and dataThe data for this conceptual paper comes from strategically chosen journal articles as examples of how the concept of ‘mentoring’ is used in different national and cultural educational contexts. A content analysis is performed to identify the various meanings of mentoring and the contexts in which it is used (Miles, Huberman & Saldaña, 2014).Arguments and conclusions The analysis shows that major challenges in (accurate) sensemaking can be due to:(a) language transformation (notions and concepts from one language are transformed into another language, most often into English, which can result in a change of meaning)(b) context transformation (sensemaking of context specific circumstances may be difficult)(c) context insensitivity (mixing up different ‘mentoring contexts’)(d) phenomenon insensitivity (mixing up different phenomena, e.g. ‘coaching’, ‘mentoring’, etc.In certain contexts, some of these issues may be of minor relevance, whilst in others they may be vital for achieving (accurate) sensemaking.The paper draws attention to the importance of acknowledging linguistic, conceptual and contextual dimensions of ‘mentoring’ in the sense-making process in order to achieve stringency and coherence in research, for instance when research overviews are conducted to frame own research.References:Kemmis, S., Heikkinen, H., Fransson, G., Aspfors, J. & Edwards-Groves, C. (2014). Mentoring of new teachers as a contested practice: Supervision, support and collaborative self-development. Teaching and Teacher Education. Vol. 43, 154–164Miles, M.B., Huberman, A.M. & Saldaña, J. (2014). Qualitative data analysis: a methods sourcebook. (3. ed.) Los Angeles: Sage.Mullen, C.A. (2012). Mentoring: An Overview. In S.J. Fletcher & C.A. Mullen (Eds.), The SAGE Handbook of Mentoring and Coaching in Education (pp. 7–23). London: SAGE.Sundli, L. (2007): Mentoring – A new mantra for education? Teaching and Teacher Education. 23(2). pp. 201–214.Weick, K. (1995): Sensemaking in Organisations. Thousand Oaks. California: Sage Publications.
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7. |
- Fransson, Göran, 1968-, et al.
(författare)
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An innovative approach for teacher students to learn about bullying via an immersive Virtual Reality bullying experience
- 2021
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Konferensbidrag (refereegranskat)abstract
- Even though in general Swedish pupils have a high level of digital competence (Internetstiftelsen, 2019), a national initiative for a rapid and systematic digitalization of the educational system has been introduced in Sweden. In this context, teacher education is regarded as being of strategic importance for preparing student teachers to teach in a highly digitalized society (Sveriges Kommuner och Landsting, 2019). Here, innovative initiative is important for helping student teachers to develop professional digital competence (Lund, Furberg, Bakken & Engelien, 2014). One example of an innovative initiative is the development of Digital Learning Labs (DLL) that are closely connected to teacher education and offer student teachers and experienced teachers opportunities to explore digital technologies. At the University of Gävle (Sweden), the Digital Learning Lab (2020) offers a number of state of the art technologies, such as robots for programming, media-production and technologies for virtual and augmented realities (VR and AR). In research-based explorative studies, teachers and student teachers elaborate on technologies such as VR and AR (Fransson, Holmberg, & Westelius, 2020). This way, their views becomes involved in principled innovation processes to enact the technology in the best way possible for teaching and learning.
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8. |
- Fransson, Göran, 1968-
(författare)
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Comparing Finnish and Swedish educational culture and the impact on national mentoring approaches
- 2014
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Konferensbidrag (refereegranskat)abstract
- Introduction The purpose of this analytical paper is to examine how culturally embedded norms, values, relations and prerequisites operate in the development of a mentoring system. This is done by contrasting the case of Sweden with that of Finland. Although these neighbouring Nordic countries have a lot in common, their educational systems have taken different directions, especially with regard to the mentoring of new teachers (Aspfors, Fransson & Heikkinen, 2012). As is proposed and argued in this paper, these different approaches to mentoring are largely culturally embedded and the results of specific social, cultural, educational, philosophical and political conditions. I will analyse these culturally embedded preconditions for mentoring at an overall macro-level.In Finland, the mentoring of (new) teachers came into focus in 2010 with the launching of the national programme Osaava Werme, funded by the Finnish Ministry of Education and Culture. Mentoring is organised as peer-group mentoring with groups of 4-10 early career teachers, from different schools and with different subject skills, in their first to fifth year. In one year they participate in six to eight seminars which are facilitated by an experienced and specially trained teacher. This programme, which is voluntary, has evolved out of research and a series of pilot projects and action research programmes (e.g. Heikkinen, Jokinen & Tynjälä, 2012).In Sweden, the mentoring of new teachers came about as a result of the Swedish Parliament’s decision in 2011 to implement a teacher registration reform and a mandatory probation year for new teachers. The reform requires new teachers to have a mentor, and to be evaluated by principals as to whether he/she is competent enough to be registered. One-to-one mentoring is emphasised in the policy documents and the reform is regarded as a top-down reform (Swedish National Agency for Education, 2011). Theoretical framework - the dynamic of cultureThe analysis of cultural aspects and the theoretical framework both focus on culture and cultural dynamics. According to McDaniel, Samovar and Porter (2012), definitions of culture often focus on “shared values, attitudes, beliefs, behaviours, norms, material objects, and symbolic resources” (p. 10-11). However, the aspects that construe what we call culture are not fixed and stable (Hall, 2007). On the contrary, they are construed and negotiated in human interactions and are thus always included in processes of transformation and change. By means of the Cultural Mentoring Framework, Kochan and Pascarelli (2012) offer an analytical framework for analysing these aspects of mentoring in terms of three cultural constructs: traditional, transitional and transformative. The rationale of the traditional construct is to transmit the existing culture to newcomers, thus recognising the norms, values, beliefs, behaviour and so on as timeless and general. The rationale of the transitional construct is change and adaptation to changing preconditions. Changing the preconditions, such as changing teachers’ tasks or emphasising certain organizational aspects or perspectives of teaching and learning, may lead to mentors facilitating the transformation process of these ‘messages’. The rationale of the transformative construct is, according to Kochan and Pascarelli, to move beyond the transitional construct by questioning norms, values, beliefs and behaviour more, and in that way, contribute to cultural change. In a transformative construct, mentoring may take the shape of networking and learning communities with evolving and transforming roles that challenge and change the concepts of mentoring. This framework offers insights into the different aspects of (possible) cultures and the dynamic of cultures, i.e. the mechanisms for how culture changes, evolves and may be challenged. Thus, the changing preconditions for educational systems and new aspects and ideas all become intertwined with the cultural conditions, and result in culturally-bound outcomes. Methods and sources of data The analysis data consists of oral and written information and a qualitative meta-analysis (Denzin & Lincoln, 2005) of policy documents from Sweden and Finland and of presented or published research (n=29) concerning Finnish and Swedish culture and the educational systems in Finland and Sweden, especially research into mentoring or induction systems. The meta-analysis implies an aggregative approach of studies on micro- and meso-level to macro-level (cultural level), and in the analysis the (possible) interplay between micro- meso- and macro-level has been critically analysed. Thus the analyses have been performed in a deductive way. The analyses of the cases of Finland and Sweden are to be regarded as a qualitative cross-case comparison (Miles, Huberman & Saldaña, 2014) where especially the similarities, differences and patterns in the results are highlighted.The findings and conclusions presented in this paper have emerged gradually and, since 2005, have developed in conjunction with a series of network projects and collaborative research projects run by researchers from Sweden, Finland and other Nordic and Baltic countries. The mentoring systems in these countries have also been analysed and discussed at a number of national and international conferences and symposia organised by the networks or in connection with other established annual conferences (e.g. Author, XXX & YYY, 2011: Jokinen et al, 2010) in which I have participated. These kinds of experience have its pros and cons, and Pickering (2008) emphasise the centrality of experience in cultural studies, but warns also for the risk of ‘self-interpreting’. However, in this study the solid base of written information and research are the key-source for the analysis that was performed in 2013. Results The culture of education that determines the mentoring approaches is highly influenced by a country’s history, especially in the Finnish case with its history of wars and Cold War living under threat, making the issue of building a nation and a national identity very important. Thus, Finnish educational researchers having the culturally embedded position, trust and task to realise research-based pilot projects (Sahlberg, 2011); the outcomes of which outcomes are able to influence national policy and become more widespread. This culturally embedded trust in educational researchers and Finnish teachers influences the development of peer-group mentoring. However, these highly regarded teachers have great autonomy, and claims have been raised that this not optimises the opportunities to cooperate and learn from each other (Jokinen & Välijärvi, 2006) which makes the idea of peer-group mentoring and collaborative learning more interesting – and perhaps also necessary – than one-to-one-mentoring. This innovative aspect of peer-group mentoring has been developed through pilot projects.Compared to Finland, Swedish teachers do not have the same degree of social standing. While Finnish teachers are highly respected, Swedish teachers and the Swedish educational system, teacher and educational researchers have been under systematic attack over the last two decades, mainly from neo-liberal positions. This ideological shift, its bureaucratic consequences and its steering model, named as new public management (NPM), has been implemented in Sweden to a very high degree an increased focus on control, inspection, regimes of accountability and the evaluation of teachers, (Dyrdal Solbrekke & Englund, 2011; Lundahl et al., 2010) which has meant that the top-down state initiative and implementation of a mandatory one-to-one mentoring system with elements of teacher assessment has been a logical step.Thus, Finnish teachers seem to be living in a culture of trust, while Swedish teachers have to face an ideology and culture of distrust. References: Author, [details removed for peer review] (2011). [details removed for peer review] Paper presented in the, at the European Conference on Educational Research (ECER) in **** ** September **.Aspfors, J., Fransson, G. & Heikkinen, H.L.T. (2012). Mentoring as dialogue, collaboration and/or assessment? In P. Tynjälä, M.-L. Stenström & M. Saarnivaara (Eds.) Transitions and Transformations in Learning and Education. (pp. 271–290). Berlin: Springer.Denzin, N.K. & Lincoln, Y.S. (eds.) (2005). The Sage handbook of qualitative research. (3. ed.) Thousand Oaks, Calif.: Sage.Dyrdal Solbrekke, T. & Englund, T. (2011). Bringing professional responsibility back in. Studies in Higher Education 36(7), 847–861.Hall, S. (Ed.) (1997). Representation: cultural representations and signifying practices. London: Sage.Heikkinen, H. L. T., Jokinen, H. & Tynjälä, P. (Eds.) (2012). Peer-Group Mentoring for Teachers Professional Development, London/New York: Taylor and Francis.Jokinen, H., [details removed for peer review] (201*). [details removed for peer review] Paper presented at the European Conference of Educational Research (ECER) in [details removed for peer review], **-** August 201*.Jokinen, H. & Välijärvi, J. (2006). Making Mentoring a Tool for Supporting Teachers’ Professional Development. In: R. Jakku-Sihvonen & H. Niemi (Eds.) (2006): Research-based Teacher Education in Finland. Reflections by Finnish Teacher Educators. Research in Educational Sciences 25. Turku: Finnish Educational. Research Association.Kochan, F. & Pascarelli, J.T. (2012). Culture and Mentoring in the Global Age. In Fletcher, S. and Mullen, C.A. Handbook of Mentoring and Coaching in Education (pp.184-198), Thousand Oaks, CA: Sage Press.Lundahl, L., Erixon Arreman, I., Lundström, U. & Rönnberg, L. (2010). Setting Things Right? Swedish Upper Secondary School Reform in a 40-Year Perspective, European Journal of Education 45(1), 46–59.McDaniel, E. R., Samovar, L. A. & Porter, R. E. (2012). Using Intercultural Communi
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9. |
- Fransson, Göran, 1968-
(författare)
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Conceptual and contextual confusion? Making Sense of the Concept of “Mentoring” and the Accurate “Context”
- 2018
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Ingår i: AERA-conference-deposit.
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Konferensbidrag (refereegranskat)abstract
- Mentoring is a global phenomenon. Even though the concept of ‘mentoring’ exists in different national and cultural contexts, and is performed in a variety of ways, it is nevertheless a contested practice (Kemmis et al., 2014). The incoherent way of naming, framing and defining ‘mentoring’ has been discussed in the literature, in that different concepts, such as mentoring, coaching, supervision etc., have been used to describe the same phenomenon (cf. Gold, 1996; Sundli, 2007; Mullen, 2012).The purpose of this conceptual paper is to problematise how the concept of ‘mentoring’ is used in the literature to address the ‘phenomenon of mentoring’. I first discuss how the concept of mentoring can be used in different contexts and then conduct an in-depth analysis of how the results from one specific article (Aspfors & Fransson, 2015) are used by others. More precisely, I analyse how this article is cited and quoted by other scholars.
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10. |
- Fransson, Göran, 1968-, et al.
(författare)
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Conditions for implementing ICT in Swedish upper secondary schools: How national strategies for implementation relate to existing local educational practices
- 2017
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Konferensbidrag (refereegranskat)abstract
- The implementation and use of information- and communication technology (ICT) in education are high on the educational agendas of most countries. In principle, all western countries now have a policy or strategy for ICT in K-12 schools. Although countries may have similar economic preconditions, they often implement different ICT policies in school (Austin & Hunter, 2013; Ottestad, 2010). ICT policies may also have different rationales and are often over-optimistic about ICT options (Convery, 2009; Egea, 2014; Jordan, 2011) and the use of ICT as a tool for teaching and learning in education (Hammond, 2014). Most research on ICT policies seems to focus on issues such as policy rationale or how policy is implemented in schools. However, few studies focus on the existing educational practices in schools as preconditions for ICT implementation. In this paper, the focus is on how policy implementation strategies, as they are understood in the recently proposed Swedish ICT policy, relate to already established educational practices in upper secondary school settings. Specifically, the aim of the paper is to discuss how policy implementation strategies relate to the existing local practices in three upper secondary contexts as preconditions for integration of ICT.Traditionally, policy has often been viewed as a top-down process, where policy is formulated in one arena and then realized in another (Lindensjö & Lundgren, 2000). However, policy formation processes are rather more complicated than that and can be understood as processes of interpretation and enactment (Ball, Maguire & Braun, 2012). Acknowledging these processes of policy formation (Edwards, 2012) is to acknowledge processes of micro-political manoeuvring, power and negotiation in practice, and to relate the policy enactment processes to the existing preconditions, structures and activities of the contexts in which the policy is to be realized. Thus, understanding how the proposed policy implementation strategies relate to existing practices as preconditions in schools may help us to understand what kind of challenges an ICT policy may face and to formulate more realistic expectations for the use of ICT in education.The kind of analysis that is suggested in this paper may also clarify why the implementation and use of ICT in school is so challenging and why there seems to be a discrepancy between expectations in the policy formulation arena and its use in the realization arena (Author 1, Author 2, Author 3 & Colleague, 20**; Tondeur, van Braak and Valcke’s, 2007). It has been suggested that national and political initiatives and governing have little impact on the use of ICT in school (McGarr, 2009). Rather, it has been emphasized that teachers want to see compelling reasons why they and their students should use ICT for teaching and learning (Howard, 2013; Lim, 2015). This might be related to ‘teacher culture’ and a reason why principals have been identified as key persons when implementing ICT. However, different leadership styles have also been found to give different results when it comes to implementing ICT (Hadjithoma-Garstka, 2011). Indeed, different leadership styles seem to fit different educational cultures. Implementing an ICT policy in local schools has been found to be a multifaceted phenomenon rooted in educational culture (Vanderlinde, van Braak, & Dexter 2012). If contextual matter is of importance for implementing ICT, it is therefore of interest to study how the proposed policy implementation strategies relate to existing educational practices in schools.Methods/methodology The discourse and qualitative content analyses of a Swedish national ICT policy (Miles, Huberman & Saldaña, 2014) identified several suggested strategies for its implementation. These were then related to data from a 4-year research project in three upper secondary schools ‘known’ for their advanced use of ICT for teaching and learning. However, the narratives of advanced use appear to have been projected onto the schools. It is possible to trace this to different specific contextual circumstances: for school A, to the reputation of the municipality regarding the use of ICT in its K-12 schools, for school B, to a specific centre of technology at the school sponsored by a private founder, and for school C, as being known for remote teaching. All three schools are so-called one-to-one schools, meaning that every student and teacher has their own computer.In the three municipalities involved in the project, interviews were conducted with three centralized ICT strategists. In each school unit (A, B and C above), interviews were conducted with the principals and with the local ICT coordinators. These interviews were conducted between September 2015 and February 2016 and focused on the use of ICT in schools in a general sense, policies and routines related to ICT, the challenges and opportunities with ICT, infrastructural issues and professional development for principals and teachers. In total, the three interviews lasted almost three and a half hours.Data has also been collected from teachers and students in the three upper secondary schools. At each school unit, teachers and students were interviewed and observations of the teaching situations were performed. These interviews and observations were conducted between October and November 2015. In school unit A, ten teachers and 13 pupils were interviewed and approximately 22 hours of teaching was observed. In school B, nine teachers and 15 pupils were interviewed and approximately 20 hours of teaching was observed. In school C, six teachers and 10 pupils were interviewed and approximately 9 hours of teaching was observed. In spring 2016 seven subject-oriented group interviews were conducted with in total 21 teachers. Expected outcomes/results The analyses of the policy document identified the following ICT policy implementation strategies:(a) the importance of strategies and plans for policy implementation,(b) local processes of policy enactment, (c) principals strategic leadership,(d) professional development for teachers, principals and management, (e) organized collegial learning and(f) cooperation and strategic alliances.In this proposal, three of the strategies (c, d and e) are used to exemplify and discuss how they relate to existing practices in the three upper secondary schools as preconditions for ICT policy implementation. In the full paper, all six strategies will be discussed in relation to existing educational practices.Regarding principals’ strategic leadership (c): existing practices show that at present the extent to which the principals act as strategic leaders is not clear when it comes to digitization and the use of ICT in the schools. The principals express that digitization is important, but it is not clear which strategies they deploy and how they operate as active strategic leaders in this regard. The ‘ICT issue’ competes with the many other issues that principals have to deal with and does not seem to be prioritized or generate any significant activities.Regarding professional development for teachers and principals (d): there are several issues that teachers and principals are expected to learn about. Analyzing professional development regarding ICT at four levels – the municipal, school, collegial and individual level – suggests that teachers learn most about ICT and its use in teaching and learning at the individual and collegial level, usually as informal learning when two or more colleagues create an informal self-organized professional development activity around a specific issue, application or lesson. This kind of activity could be regarded as informal “collegial learning”. The strategy proposed for organized collegial learning (e) appears to be less frequent. ReferencesAuthor 1, Author 2, Author 3 & Colleague (20**). [details removed for peer review]. Published as an international book chapter. Ball, S. J., Maguire, M., & Braun, A. (2012). How schools do policy: Policy enactments in secondary schools. London & New York: Routledge.Convery, A. (2009). The pedagogy of the impressed. How teachers become victims of technological visions. Teachers and Teaching: Theory and Practice, 15(1), 25–41.Egea, O. M. (2014). Neoliberalism, education and the integration of ICT in schools. Acritical reading. Technology, Pedagogy and Education, 23(2), 267-283.Edwards, D.B. (2012), “Researching international processes of education policy formation: conceptual and methodological considerations”. Research in Comparative and International Education, 7(2), 127-145. Hadjithoma-Garstka, C. (2011). The role of the principal’s leadership style in the implementation of ICT policy. British Journal of Educational Technology, 42(2), 311–326. Hammond, M- (2014). Introducing ICT in schools in England: Rationale and consequences. British Journal of Educational Technology, 45(2), 191–201, Howard, S. K. (2013). Risk-aversion: understanding teachers’ resistance to technology integration. Technology, Pedagogy and Education, 22(3), 357–372. Jordan, K. (2011). Framing ICT, teachers and learners in Australian school education ICT policy. The Australian Educational Researcher, 38(4), 417-431. McGarr, O. (2009). The development of ICT across the curriculum in Irish schools: A historical perspective. British Journal of Educational Technology, 40(6), 1094–1108. Miles, M.B., Huberman, A.M., & Saldaña, J. (2014). Qualitative data analysis: a methods sourcebook. (3. ed.) Los Angeles: Sage. Lim, M. H. (2015). How Singapore teachers in a pioneer ‘School of the Future’ context ‘deal with’ the process of integrating information and communication technology into the school curriculum. The Australian Educational Researcher, 42, 69-96. Lindensjö, B., & Lundgren, U. P. (2000). Utbildningsreformer och politisk styrning [Educational reform and political control]. Stockholm: HL
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