| 1. |
- Jensen, Mikael, 1969
(författare)
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Ledarskapsteorier
- 2022
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Ingår i: Lärarens ledarskap - professionell pedagogisk praktik. - Malmö : Gleerups. - 9789151107172
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Bokkapitel (refereegranskat)abstract
- Ledarskap är mångfasetterat och går att betrakta från flera olika synvinklar. Hur man än väljer att se på ledarskap fångar man bara ett fåtal aspekter. Detta har medfört att ledarskapsforskning är ett av de mest omfattande forskningsområdena och dessutom ett av de mest omtalade. Enigheten kring vad ledarskap är, är ganska låg. Så vad är ledarskap egentligen? Svaret på den frågan kan beskrivas med någon av alla de ledarskapsteorier som finns. Ju fler ledarskapsteorier man tar del av, desto bättre förstår man fenomenets komplexitet. I detta kapitel presenteras ett urval av ledarskapsteorier med relevans för lärares undervisning. De representerar en rad olika synsätt för att du som läsare både ska kunna se bredden inom ledarskapsforskning och kunna fördjupa dig i de teorier som du finner användbara.
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| 2. |
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| 3. |
- Lunneblad, Johannes, 1970, et al.
(författare)
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Performativity as pretence : A study of testing practices in a compulsory school in Sweden
- 2012
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Ingår i: Ethnography and Education. - : Informa UK Limited. - 1745-7823 .- 1745-7831. ; 7:3, s. 297-309
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Tidskriftsartikel (refereegranskat)abstract
- Our aim in this paper is to analyse the impact of the standardised test on classroom practices in grade 5 in a compulsory school in western Sweden. In our analysis, the use of the concept of pedagogic device provides a framework for understanding hos high-stakes, standardised testing regulates classroom discourse and teachers' and students' classroom behaviours. The study was conducted during 2006-2007 as part of a larger ethnographic inquiry. The results reveal how the demands of the test impact upon the daily work in the classroom. In the neo-liberal apporach to governance, stnadardised tests have become an important measure of quality. School practices run the risk of being viewed as valuable, only relative to the performance of teachers and students at the individueal level. This view shifts the focus from a discussion about a societal responsibility to ensure that all children have equitable access to education, to a debate centred on the individualäs responsibility to perform. The analysis reveals that the test was not carried out as intended. However, both teacher and the students respond to the test situation and the results as if it had been and as if the test really mattered.
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| 4. |
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Lärarens ledarskap - professionell pedagogisk praktik
- 2022
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Samlingsverk (redaktörskap) (övrigt vetenskapligt/konstnärligt)abstract
- Att läraren är en ledare, det är nog alla överens om. Men vad handlar ledarskapet egentligen om? Den här boken tar sig an det komplexa ledarskapet och dess praktik genom att belysa lärarens ledarskap ur en rad olika aspekter. Lärarens ledarskap är en förutsättning för att undervisningen ska leda till lärande. I undervisningssituationen ska läraren på samma gång balansera undervisning, relationer och ordningsfrågor. Detta förutsätter att den enskilde läraren har didaktisk och relationell kompetens samt kompetens att leda grupper. Samtidigt behöver läraren kunna avläsa och förstå de system som skolan omfattar, och vilka faktorer utanför lärarens dagliga verksamhet som kommer att påverka möjligheterna för läraren att leda och att utveckla sitt ledarskap. I den här boken får läraren redskap för att utveckla ett gott ledarskap genom praktiknära exempel, kopplade till forskning inom varje område. I bokens olika delar speglas det komplexa samspelet mellan elever, lärare och den kontext de befinner sig i samt hur läraren kan navigera sitt ledarskap för att åstadkomma ett hållbart lärande hos eleverna. I ett antal innehållsrika forskningsbaserade kapitel med praktiknära resonemang belyser bokens författare flera olika aspekter av lärarens pedagogiska ledarskap. Här kan läsaren ta del av kapitel som bland annat behandlar ledarskapsteorier, relationellt klassrumsledarskap, konflikthantering, pedagogiskt ledarskap online och lärares ledarskap i en mångkulturell skola.
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| 5. |
- Aldrin, Viktor, Docent, 1980-
(författare)
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Practical Theology & Religious Education in Sweden 2024 : Trends and themes. A keynote speech
- 2024
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Konferensbidrag (övrigt vetenskapligt/konstnärligt)abstract
- The keynote speech explores the organisation, trends, and future of Practical Theology (PT) and Religious Education (RE) in Sweden in the year 2024. It covers the history of RE and PT in Swedish Higher Education, noting changes post-1994 with non-confessional education and the split of church and state in 2000. Current trends highlight the complexity of non-confessionality, the rise of minority perspectives, and the integration of digital religiosity and globalisation themes. Looking ahead, the presentation anticipates increased interdisciplinary cooperation and Nordic networks, alongside potential challenges such as the marginalisation of these subjects and the risk of RE becoming voluntary in schools.
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| 6. |
- Beach, Dennis, et al.
(författare)
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Predicting the use of praise among pre-service teachers : The influence of implicit theories of intelligence, social comparison and stereotype acceptance
- 2012
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Ingår i: Education Inquiry. - : Umeå University. - 2000-4508. ; 3:2, s. 259-281
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Tidskriftsartikel (refereegranskat)abstract
- This investigation concerns feedback praise (person and process praise) and how it relates to implicit theories of intelligence (entity and incremental theories) among pre-service teachers. In the first study 176 pre-service teachers participated, while in the second study 151 of such teachers participated. Two new measures, one of feedback praise and the other of social comparison, were found to be reliable and valid. In the first study, process praise was predicted by the variable incremental theories of intelligence and person praise was predicted by the acceptance of stereotypes. However, these results suffered in the reliability analyses and, even if the models are significant, they should be rejected. The results of the second study are more reliable, with regression analyses showing that person praise can be predicted from the two predictor variables of entity theories of intelligence, and social comparison. Some positive effects of teacher education were found in the second part; for example, the preference for person praise was significantly lower in the last semester than in the first.
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| 7. |
- 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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| 8. |
- Player-Koro, Catarina, et al.
(författare)
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TEACHING AND LEARNING IN TECHNOLOGY RICH SCHOOLS: TRADITIONAL PRACTICES IN NEW OUTFITS
- 2015
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Ingår i: The proceeds of the 2015 Education and New Developments (END) Conference, Porto, Portugal, June 27-29 2015. - 9789899938922 ; , s. 136-140
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Konferensbidrag (refereegranskat)abstract
- This paper examines the issue of technology optimism through critical ethnographic research from two years of study within four upper secondary schools in Sweden. These schools have invested in one-to-one lap-top initiatives as a claimed means to solve important problems and transform educational settings to the better based on a belief in the capacity of technology to change things in a progressive common interest. We examine the degree to which this seems to have happened. We discuss the technology optimism discourse as one that has allowed a marketization process to take over schools in the interests of corporations and examine if a process of false marketing can be said to have taken place as part of an exploitation of education in the interests of corporate profit. There is strong empirical support for this suggestion. One-to-one technology has not had strong effects on pedagogy in the two schools whilst corporations have made vast profits from the sale of computer hard- and software to schools in one-to-one and other similar ventures.
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| 9. |
- Jensen, Mikael, 1969
(författare)
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Lärande och lärandeteorier - Om den intentionella människan
- 2016
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Bok (övrigt vetenskapligt/konstnärligt)abstract
- Mänskligt lärande är ett komplext fenomen. Det påverkas av såväl mentala/individrelaterade faktorer som interaktiva/sociala faktorer. Den här boken försöker integrera dessa olika perspektiv på lärande som annars brukar ställas emot varandra. Det är berättelsen om människan som en social och kognitiv varelse. I boken drivs tesen om den intentionella lärande människan. Lärande och lärandeteorier presenterar lärandeteorier från olika perspektiv och historiska perioder. Några viktiga kärnbegrepp i boken är: intentioner, social kognition, motivation, minne och kunskap, kommunikation, återkoppling, grupper och organisationer samt kulturella faktorer. Men den diskuterar även mindre vanliga teman såsom transfer, kreativitet, personlighetsdrag, tillit, nätverk och kunskapsdelande.
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| 10. |
- Player-Koro, Catarina, et al.
(författare)
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Production of knowledge of teachers’ professional work in the digital platforms infrastructures of schools – the problem of locating and defining the ethnographic field
- 2022
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Ingår i: Oxford Ethnography and Education Conference, 12-14 September 2022, Oxford, England.
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Konferensbidrag (övrigt vetenskapligt/konstnärligt)abstract
- Constructing a field has always been a necessary and difficult task for ethnographers. As been argued by for instance by Burrell (2009), defining the nature and boundaries of an empirical field are key for the ethnographic process. In an effort to identify and bound fields and make ethnographies recognizable in relation to each other, a plethora of prefixes for the word ethnography have emerged. Types of ethnography have been minted such as critical- and institutional ethnography, and since the emergence of digital cultures attempts to define fields or approaches to ethnography as having specific characteristics have flourished (Hammersley, 2018). Prefixes such as digital, network and trace have emerged, indicating lineages from earlier forms of ethnography and attempts to articulate distinct sets of methods. In practice, however, many of these prefixes are used interchangeably and the differences between forms of ethnography can have little significance. One area that, distinctions between different forms of ethnography have significance, however, is in limiting or at least complicating the task of defining the kind of ethnography that one is engaged in as one works with an empirical situation that may not necessarily fit nicely in to one definition or another. One such situation is the focus of our work in a Swedish project that examines the possibilities and constraints in teachers’ work with a specific focus on how teachers regulate and are regulated by the digital infrastructure and technologies embedded both in schools and classrooms and in teachers’ everyday life outside school. Based on that situation, the aim of this paper is to examine the problem of locating and defining the empirical field in relation to different forms of ethnography. The backdrop for the study is the strong political and economic push for school digitization in Europe and other parts of the world. It forms part of a global technology market and platform economy where internet platform businesses make up the major part and reach into the core of schools’ everyday work. As a consequence, teachers’ now work in classrooms and schools that are inextricably embedded and inseparable to the employment of digital technologies. The ‘new’ normality of teachers is to be constantly connected to the schools’ digital systems that has expanded teachers’ work across space and time and resulted in the creation of new digital work practices. Findings: In our results we will present a reflexive critique of our own ethnographic engagement with school administrators, principals and teachers in Swedish upper secondary school. This involved collections of different kinds of policy, mapping of infrastructure, combined with participant observation, teachers’ self-report of online and offline work, interviews and focus-group interviews. Contribution to education/ethnography: Our intention is to make a contribution to the ongoing discussion of doing ethnography in the hybrid world where home and field are no longer neatly separated and where the distinction between on- and offline is blurred and overlapping. Burrell, J. (2009). The field site as a network: A strategy for locating ethnographic research. Field methods, 21(2), 181-199. Hammersley, M. (2018). What is ethnography? Can it survive? Should it?. Ethnography and Education, 13(1), 1-17.
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