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- Grape, Monica
(författare)
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"Pröva och pröva igen" : Professionellt lärande och agens när förskollärare utforskar digitalisering och lek i undervisningen
- 2023
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Doktorsavhandling (övrigt vetenskapligt/konstnärligt)abstract
- Avhandlingen har som syfte att, med utgångspunkt i ett aktionsforskningsprojekt där förskollärare utforskar digitalisering och lek, beskriva och diskutera lärares agens när det gäller det gemensamma professionslärandet såväl som undervisningsuppdraget. Det teoretiska ramverket utgår från den ekologiska modellen om lärares agens (Emirbayer & Mische, 1998; Priestley et al., 2015a) och Deweys (1916/1999, 1902/2009) syn på kunskap. Den ekologiska modellen används för att få en djupare förståelse för hur villkor och förutsättningar påverkar förskollärares möjlighet att genomföra förskolans komplexa uppdrag. Det empiriska materialet består av samtal i grupp som genomfördes en gång per månad under 15 månader samt individuella skriftliga reflektioner vid tre tillfällen. En reflexiv tematisk analys (Braun & Clarke, 2006, 2022b) har använts. Resultatet presenteras i tre akter: Projektet tar sin början, Aktioner inom möjlighetens gräns och Ett professionellt lärande i praktiken. Resultatet visar att förskollärares erfarenheter och värderingar påverkar undervisningen. Aktionsforskningsprojektet bidrog till att förskollärares erfarenheter, kompetens, värderingar och agens utvecklades och de framhöll betydelsen av att se kompetensutveckling som en process som får ta tid med tydliga mål samt struktur och stöd. Förskollärarnas agens var stor i relation till den egna praktiken. Däremot utmanade inte förskollärarna i någon större utsträckning de yttre förutsättningar bortom den egna praktiken. Utifrån förskollärarnas erfarenheter av utforskandet av digitalisering och lek i undervisningen kan konstateras att dessa kan vara en fruktbar kombination samt att det inte behöver handla om ett antingen-eller-perspektiv när det gäller digitalt och analogt i förskolan. Förskollärares kompetens avgör vad som kan främja lek och lärande, vilket fordrar att förskollärare prövar, reflekterar, lär och agerar tillsammans med andra.
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| 2. |
- Nehez, Jaana, 1974-
(författare)
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Rektorers praktiker i möte med utvecklingsarbete : Möjligheter och hinder för planerad förändring
- 2015
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Doktorsavhandling (övrigt vetenskapligt/konstnärligt)abstract
- This thesis focuses on how principals’ practices in improvement work are formed and how these practices affect principals’ possibilities to work with planned change. The study takes its departure from ten Upper Secondary School principals’ improvement work concerning enterprise education. The study has an action research approach and was carried out between June 2009 and September 2010. The aim of the study is to generate knowledge about principals’ practices in improvement work and of action research as a strategy for principals in planned change in relation to these practices. The theoretical framework is based on practice theories (Kemmis & Grootenboer, 2008; Schatzki, 2002). According to these theories, a practice is formed in a project that shows what the practice is aiming for by practitioners’ sayings, doings and relatings. Furthermore, Kemmis and Grootenboer (2008) claim that practices are shaped by arrangements outside the practitioners; cultural-discursive, material-economic and social-political arrangements. Findings show that what becomes meaningful for principals to engage in is not formed only by the aim of the planned improvement work, but also by already existing practices competing for space and by arrangements constraining principals’ possibilities to work with planned change. Many practices and projects were competing on the arena where the improvement work was planned to proceed. Some of the projects, ‘leading the improvement work’, ‘understanding what enterprise education is about’ and ‘making changes for enterprise education’ promoted the planned change. Others, projects like ‘organizing the daily work’, ‘avoiding dispute with teachers’ and ‘pretending to succeed’, constrained the planned change. Furthermore, cultural-discursive arrangements like abstract ideas of what the principals were supposed to create conditions for, as well as social-political arrangements like asymmetric relationships between the principals, and expectations from the local school board for quick solutions, enabled practices that constrained the planned change. Practices and arrangements like those in the study made it difficult for the principals to engage in action research as a strategy for change. Based on the results, principals’ possibilities to work with planned change are discussed in relation to the matter of context, dialogue as an improvement strategy, the aim for the improvement work and demands for quick solutions. The thesis contributes with knowledge about planned change and it contributes to the discussion about what kind of arrangements could support principals to initiate and lead school improvement. It also shows the importance of practice analyses in school improvement processes.
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| 3. |
- Jacobsson, Katharina, 1959-
(författare)
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Processer och motorer i lokalt skolförbättringsarbete
- 2017
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Doktorsavhandling (övrigt vetenskapligt/konstnärligt)abstract
- In the last decades there has been a growing interest in studying processes in improvement work. A particular interest has been the improvement process that the organisation undergoes and why events evolve in the way they do. By better understanding improvement processes and identifying supporting and hindering forces, the possibilities successfully to plan and implement improvement work in a systematic way increases. The focus of this thesis is organisation processes in schools and the relations that hold between planned and emergent improvement, when using a research-based strategy. The aim of the study is to describe and understand how processes are initiated, developed and completed when using a strategy called ‘Scope for Action Model’(frirumsstrategin).The empirical material of the study was organised and analysed according to Van de Ven’s and Poole’s four ideal types for process studies. Within each type, motors have been identified, which contain generative mechanisms that are a key to how actions, events and activities emerge and are driven forward.The results of the study show that the emergent initiatives are more frequent than the planned ones and that they are more likely to generate an improvement – in the study defined as something new in the organisation. However, on several occasions the planned improvement work inspires emergent initiatives for improvement and in some cases seems to be a fundamental condition for their existence. The different motors, which in the analysis are seen as driving forces, support or challenge each other, making the process develop and produce a result.The study shows that the participants reshape the strategy to make it fit into the organisation of the school. The results also show that teachers and principals have to be well-informed of how to work with a strategy in a practical and constructive way. They have to be able to translate crucial moments in the strategy to stimulate the participants to creative actions. The strategy for school improvement is not shown to be a solution which itself can create improvement, but in combination with the participant’s creative goal settings it can be a contributory factor.
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