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- Angelaki, Stavroula, et al.
(author)
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Methods for inclusive design processes at the early stages of a research project in School Environments
- 2024
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In: IOP Conference Series: Earth and Environmental Science. - : IOP Publishing.
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Conference paper (peer-reviewed)abstract
- This paper explores the use of participatory methods prior to designing interventions within a research project at a primary school in central Sweden. The approach presented in the paper is based on the principles of participatory design (PD), to enhance the use of these methods within the areas of educational research (ER), lighting, and architecture. This approach aims to include participants of educational spaces and incorporate their views prior to design interventions. Two workshops were designed to support teachers' participation through hands-on activities. Twenty-eight teachers participated in the workshops. Scale models corresponding to two of the school's classrooms were used to initiate discussions regarding the interconnection between spatial layouts, lighting, and learning activities. The workshops' data collection analysis assisted the research group in understanding the school's spatial and learning characteristics. The information gathered from the workshops provided additional knowledge and informed the research project in a way that allowed for further development and changes within the project related to the additional variables measured along with light. According to the analysis, there is a correlation between the activity and the desired layout of the space, while the type of equipment also varies according to the task.
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- Edling, Silvia, et al.
(author)
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Conscious and Unconscious Forces in Democratic Relationships : Implications for the Range of Teacher Responsibility
- 2006
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Conference paper (peer-reviewed)abstract
- In this paper Edling and Frelin strive to incorporate the features of complexity in discussions about democracy as a form of life and especially teachers’ moral responsibility for others. By placing the unconscious in relation to mainstream educational policy documents (deliberate democracy) the authors strive to illuminate the conditions these imply for teacher responses. In this paper they discuss the restrictions present in a predefined democratic model and argue for a view of responsibility and learning that takes its beginning in the complexity of the educational process in which the unconscious is a significant force.
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- Edling, Silvia, 1974-, et al.
(author)
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Doing Good? : Interpreting teachers’ given and felt responsibilities for pupils’ well-being in an age of measurement
- 2013
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In: Teachers and Teaching. - : Informa UK Limited. - 1354-0602 .- 1470-1278. ; 19:4, s. 419-432
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Journal article (peer-reviewed)abstract
- The purpose of this paper is to theoretically discuss a specific aspect of teachers’ responsibilities: their responsibility for pupils’ or children’s well-being. We ask two interrelated questions: firstly, how might (Swedish) teachers’ sense of responsibilities for their pupils’ well-being be understood in relation to ethical theory? Secondly, what does this insight bring to the discussion of teachers’ professional responsibility within the global discourse of educational policy that increasingly stresses accountability and efficiency in an “age of measurement?´ Education can be described as an intervention in a pupil’s life, motivated by the idea that it will somehow improve it. When one implements this intervention, from a legal/political perspective it boils down to a series of responsibilities assigned to teachers, as expressed in current policy documents. However, an exploration of empirical examples in a Swedish context of teachers’ sense of responsibility for their pupils’ or children’s well-being, expressed in everyday situations, indicates that the matter is complex. In order to find tools with which to better understand such expressions, we turn to the field of SNIP ethics. A thorough inquiry into the various reasoning regarding responsibility reveals that responsibility as socially defined and given is not sufficient to capture the intimacy and relational uncertainties of the teachers’ stories, which is why we turn to the writings of Emmanuel Lévinas and his ethics of responsibility. His ethical language helps to capture relational processes that cannot be predefined and that are based on an infinite sense of responsibility for the other person. We continue by discussing and problematising the increasing importance of measurability and accountability in the field of teachers’ professionalism. Here we illuminate the risks involved with the movement towards the fixed and calculable, since they overlook the intricate ways in which teachers’ given and felt responsibilities are woven together.
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- Frelin, Anneli, 1969-
(author)
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Giving voice to silenced professional concern in teaching
- 2007
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In: Past, Present, Future.
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Conference paper (peer-reviewed)abstract
- Teachers of today face high demands for professionality and judgement in complicated issues such as fostering democratic citizens in a context where at the same time marketization and commodification of knowledge narrows the space for what education can be defined as. The prevailing transfer metaphor of knowledge where teachers constitute mere suppliers of pre-determined content and the learners become receivers of the same content may resound well with recent changes towards government by results, but it does not resound with many teachers’ experiences of what their profession, and professionality, involves. Factors such as how schools are organized, work reinforcement structures as well as narrow definitions of teaching work emphasize the practices of passing on subject matter to students. What thus is being neglected is the amount of, and nature of, work that involves setting the preconditions which allow or facilitate for such learning to occur. There is also a risk of teachers feeling pressed to disregard important pedagogical practices occurring alongside and beyond subject matter connected to school subjects such as those which aim at fostering democratic citizens. By conceptualizing teaching in terms of building educational relations rather than transferring pieces of knowledge this paper puts relational practices in the centre and emphasizes the teacher’s professional concern for her students. It questions the view of the professional as detached and neutral and argues that concern for the other plays an important role in professional teachers’ actions. Such dimensions of teacher professionality, due to commonsense definitions of work, have been marginalized if not made invisible as well as undertheorized. Gender regimes which separate spheres of work and home silences aspects of work associated with femininity but through listening to teacher’s stories I will try to give voice to silenced expressions of professionality which appear in the relational practices of teaching.
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- Frelin, Anneli, 1969-
(author)
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Professionality in a wide sense : In search of concepts open to complexity and ambiguity in teaching
- 2006
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Conference paper (peer-reviewed)abstract
- This paper explores some different theories concerning professionality related to the teaching profession. In European societies there are forces of professionalization as well as de-professionalization of the teaching profession in play, and there exists differing views of what teacher professionality should be described as. In some views lies the risk of instrumentalization of teaching, where teachers become mere suppliers of pre-determined content and the learners become receivers of that content. Views like these narrow the space for what education can be defined as, and in some teachers’ opinion, miss the whole idea of what their profession is about. The everyday situation for teachers in schools is often ambiguous and complex, raising high demands for professionality and judgement in complicated issues such as promoting the development of individual students into democratic citizens, which is the object of my doctoral thesis.
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