| 1. |
- 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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| 2. |
- Norlund, Anita, 1960, et al.
(författare)
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Following Invoices—Researching Connectivity between Teacher Continuing Professional Learning and Educational Research
- 2021
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Ingår i: ECER.
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Konferensbidrag (övrigt vetenskapligt/konstnärligt)abstract
- This presentation takes up preliminary results from a four-year-project that isfunded by the Swedish Research Councilto explore connections between teacher professional development activities and professional scientific research communities. The project connectsto the market of teachers’ continuing professional development (CPD) which is of growing interestinternationally as well as from a European perspective. In Sweden there has been a flood of both governmental and different private initiatives offering various forms of CPD for teachers (Forsberg & Wermke, 2012). Concerning governmental initiatives, different state programs for CPD have been distributed by The National Agency for Education in collaboration with various universities in Sweden over the last decades. The programs refer to examples like The Maths Initiative (Matematiklyftet) and The Reading Initiative (Läslyftet). The increased interest is partly subsequent to changes in delivery and monitoring formats following global competitions (i.e PISA, PIRLS, TIMSS etc), where countries are competing on a global knowledge market. To meet downward student performance, there seems to be an unproblematized conviction that if only teachers’ professional skills and knowledge are enhanced the students will perform better (Kennedy, 2014; Langelotz, 2017). While an increasing range of literature focuses on particular aspects of CPD, there is, however, a paucity of literature addressing the spectrum of new CPD models and actors on national and international markets in a comparative manner. Ourproject takes its starting point here. It recognizes that CPD is undergoing remarkable changes at the present time, and has been for over a decade now. This circumstance needs, we argue,innovative research designs such as a comprehensive following strategy combined with a practice-ecological lens, in order to study what is at stake when different actors and economic contracting via private tender begin to influence decisions regarding the needs, content, delivery and assessment of CPD. This kind of perspectival frame shift for policy investigations is found in new-materialist and post-humanist actor network theory. The necessity is reflected also in our on-going studiesand in the overarching practice-ecological lens we have adopted from the theory of practice architectures (TPA) (Kemmis & Grootenboer, 2008). As within policy network analysis, CPD is here understood as a practice, affecting other practices. In this respect the theory provides an ontological, methodological and analytical tool that makes it possible to analyze the enabling and constraining arrangements around teacher learning and professionality. In other words,it uncovers the relations between the practices of CPD and the material-economic, social-political and cultural-discursive arrangements that hold the practices in place (Kemmis, et al., 2014; Mahon, et al., 2017). Thus, the theory secures a dynamic view on policy practices and their connections as policy phenomena.The overarching aim of the project is to deepen the understanding of teacher learning, in times when different stakeholders try to get external control and impact on education and teachers’ work. Furthermore, it aims to contribute with a fresh methodological approach and theory-package to interrogate policy and practices of teacher learning. The following research questions are addressed: 1.Which CPD is offered to teachers in Sweden? 2.What is the impact of CPD on the teacher profession? 3.Who has power over CPD decisions and what are the characteristics of purchasers and providers of CPD provided in terms of links and network relations to these power brokers? 4.How do contextual and site-specific conditions influence teachers' CPD?
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| 4. |
- Levinsson, Magnus, et al.
(författare)
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National-authority-endorsed privatisation of teachers’ continuing professional development in Sweden
- 2024
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Ingår i: Professional Development in Education. - Borås. - 1941-5257 .- 1941-5265. ; , s. 1-18
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Tidskriftsartikel (refereegranskat)abstract
- This article reveals national-authority-endorsed privatisation of teachers’ continuing professional development (CPD) in the wake of a shift towards more centralised national interventions in Swedish schools. Drawing on data from the Collaboration for Best School (CBS) initiative, the context of the article is a recent state programme that encourages underperforming schools to collaborate with the Swedish National Agency for Education (SNAE) to raise students’ achievement standards and thereby increase equality within and between schools. Guided by meta-governance theory, our analysis revealed that SNAE operates as a meta-governor on behalf of the state to replace university researchers as CPD providers with specific private-sector actors. The results provide evidence of SNAE-enabled substitution processes through three network governance strategies: 1) hidden and authorised substitution, 2) trust building and hybrid participation, and 3) collective reproduction and solutionism. Taken together, these governance strategies reflect national-authority-endorsed privatisation in action, suggesting that SNAE primarily operates as an ideology-driven conduit for private economic interests. The article concludes with a call for new collaborative and autonomous implementation strategies for teachers’ CPD that can further the interests of the teaching profession.
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| 5. |
- Langelotz, Lill, 1968-, et al.
(författare)
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Changing Educational Practices in the Light of the Theory of Pracitce ARchitectures
- 2019
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Ingår i: NERA 2019 Education in a Globalized World 6-8 March 2019.
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Konferensbidrag (refereegranskat)abstract
- This symposium is exploring how research and theoretical recourses reveal structures that constrain, enable or force changes in educational practices. In an uncertain time, when for example democratic values are at stake in Europe, schools democratic fulfilling, and the professionals’ possibilities to explore and change their practices are fundamental. In a number of different empirical studies, across different educational settings, from preschool to higher education in Sweden, we address two fundamental questions: What is happening in this educational practice? How can we understand it? The theory of practice architectures (Kemmis & Grootenboer, 2008; Kemmis et.al, 2014) was applied to explore the educational practices and the conditions that enabled and constrained them in their sites. Practice is here understood open and changeable and are activities hanging together in time and space (Schatzki, 2002). According to the theory, practices are shaped and hold in place by three kinds of overlapping arrangements: Cultural-discursive arrangements such as how discourses and languages affect what is possible to sayin and about practice (e.g., deficit discourses, critical discourses, discipline-specific discourses, languages). Material-economic arrangements, how material, technological, financial, organisational, and other resources affect what it is possible to doin practice (e.g., buildings, schedules, workload calculators, funding). Social-political arrangements are arrangements that affect the ways in which it is possible for people to relateto others (and things and places) in practice (e.g., organisational rules, mandates, solidarities, hierarchies). In this symposium, we would like to first: present the theory and discuss it as a methodological, theoretical and analytical resource for professionals in educational settings (Nicolini, 2012), and second: discuss some of the results from the empirical cases, which highlight how practices in different ways can be understood from the lens of the theory of practice architectures e.g. how practices are hold in place from cultural-discursive, material-economic and social-political arrangements. How these arrangements enable and constrain practices at the site. And finally, the studies will show how the theory gives an understanding on how to be able to change practices, often in dialogue with teachers/leaders. References 890 Nicolini, D. (2012). Practice Theory, Work and Organization. United Kingdom: Oxford University Press. Kemmis, S., & Grootenboer, P. (2008). Situating praxis in practice: Practice architectures and the cultural, social and material conditions for practice. In S. Kemmis & T. J. Smith (Eds.), Enabling praxis: Challenges for education (pp. 37–62). Rotterdam: Sense Publishers. Kemmis, S., Wilkinson, J., Edwards-Groves, C., Hardy, I., Grootenboer, P. & Bristol, L. (2014). Changing Practices, Changing Education. Springer Verlag, Singapore. Schatzki, T.R. (2002). The site of the social: a philosophical account of the constitution of social life and change.University Park: Pennsylvania State University Press.
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| 6. |
- Levinsson, Magnus, et al.
(författare)
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En samtida diskurs om betydelsen av fysisk aktivitet för undervisning och lärande : Kritisk analys av artiklar i lärarfackliga tidskrifter.
- 2022
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Ingår i: Nordic Studies in Education. - : Cappelen Damm AS - Cappelen Damm Akademisk. - 1891-5914 .- 1891-5949. ; 42:3, s. 249-271
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Tidskriftsartikel (refereegranskat)abstract
- This article explores how teacher union journals in Sweden construct (1) problems related to teaching and learning assumed to be caused by pupils’ physical inactivity, and (2) solutions regarding how and by whom these problems should be addressed. This is done through a critical discourse analysis of four strategically selected articles published in two teacher union journals where researchers, physicians, school leaders and teachers are interviewed about the potential of more physical activity in schools. The overall conclusion is that the examined teacher union journal articles connect physical activity to teaching and learning in ways that de-professionalise teachers.
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| 7. |
- Levinsson, Magnus, et al.
(författare)
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Innehåll och pedagogiska diskurser på lärares kompetensutvecklingsmarknad : en studie av insatser som genererar fakturor
- 2022
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Tidskriftsartikel (refereegranskat)abstract
- Syftet med den här artikeln är att bidra med fördjupad kunskap om innehållet i lärares kompetensutveckling i en decentraliserad utbildningssektor. Specifikt fokus riktas mot hur innehållet i denna kompetensutveckling relaterar till lärares undervisningsuppdrag att utveckla såväl kunskaper som värderingar hos elever. Artikeln tar sin utgångspunkt 679 kompetensutvecklingsfakturor från tre socio-ekonomiskt olika kommuner i Sverige. Teoretiskt är studien baserad i Bernsteins fenomen pedagogisk diskurs, som i sin tur bidrar med de analytiska begreppen instruktionell och regulativ diskurs vilka har styrt analysen av fakturamaterialet. Resultatet åskådliggör i vilken grad kompetensutvecklingsinnehållet orienteras mot ämneskunskaper och generella kompetenser (instruktionell diskurs) respektive det som rör elevers värderingar (regulativ diskurs). Vidare illustrerar resultatet flera samband mellan kompetensutvecklingens diskursiva inriktning, skolform (grundskola och gymnasium) och typ av kompetensutvecklingsaktör. Analysen visar också att innehållet i lärares kompetensutveckling karaktäriseras av att lärare uppmuntras att inta en intraindividuell förändringsambition i relation till sina elever och inte av en ambition om intergruppförändring, det vill säga med syfte att utjämna skillnader mellan sociologiskt definierade grupper.
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