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- Holmberg, Kristina, 1962-
(författare)
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How can theories of modernity explain changed teaching conditions at Swedish music and culture schools?
- 2009
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Ingår i: The Sixth International Conference for Research in Music Education. ; , s. 57-59
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Konferensbidrag (refereegranskat)abstract
- This project investigates how teachers in the Swedish Music and Culture school are positioning themselves, how they construct their students and the teaching conditions. In this paper I will present the preliminary results of group conversations with teachers from six schools and discuss the findings in relation to theories of modernity. All together 27 teachers in music (instrumental teaching), drama, media (photo and film), dance and art were participating. On empirical level three different themes concerning teachers’ talk about changed attitudes among students are found, which have implications for teaching strategies. In the first theme, The Change, the teachers’ descriptions explain how the change of attitudes among the students have had an impact on teaching methods. Here, teaching “like before” is expressed as something impossible because “the students of today are different”. In the second theme, The Frustration, the teachers articulate a frustration about why the students do not behave like before. Here, the teachers talk about a change among the students, but they have not changed their teaching methods. Instead they express a frustration concerning the changed conditions. In the third theme, The Wish, the teachers also talk about a change. In doing this, stories about what could be different in teaching are discussed. These results express a discursive fracture concerning the performance of teachers’ profession all related to the different behaviour of the students. In the discussion of the findings in relation to theories of modernity concepts like detraditionalization, esthetization of everyday life and mass consumption are used in an attempt to explain why this breakage in the Swedish Music and Culture schools has taken place.
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| 4. |
- Knutes-Nyqvist, Helén, 1961-, et al.
(författare)
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Lärarutbildningen som demokratiskt rum – medvetet engagemang och erbjudanden om ömsesidighet
- 2023
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Ingår i: Utbildning och Lärande / Education and Learning. - Falun : Högskolan Dalarna. - 2001-4554. ; 17:1, s. 7-23
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Tidskriftsartikel (refereegranskat)abstract
- Education is the cornerstone for developing a democratic society, and vital to the work of fostering new generations of citizens. Therefore, knowledge about how to work with democracy in school and in teacher training is important. Education is often considered as the arena where society can transfer democratic values and give people insights into the meaning of democracy. However, there is a lack of empirical research conducted in classrooms, which urges us to investigate the interpretation of how the doing of democracy in education is carried out. In this case study we explore how democratic values are or are not, manifested by teacher students and teachers in teacher education. In order to understand democracy in education, we ask questions about student influence, reciprocity and critical thinking. The empirical material consists of observations and narratives of teacher students, and the analysis is done by using Cultural analysis. The findings show that teacher educators’ and teacher students’ engagement, and mutual responsibility, is significant for democratic education. Also, critical aspects are identified concerning students' expectations, teachers' limited space for action and an inflexible organizational structure. To conclude, we have revealed a need for more research, to continue the debate of democracy in teacher education.
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| 5. |
- Lagergren, Anniqa, 1964-, et al.
(författare)
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Learning in new perspectives – entanglement of children, teachers and digital technology
- 2017
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Ingår i: 27th EECERA Annual Conference. ; , s. 230-230
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Konferensbidrag (refereegranskat)abstract
- This paper is based on preliminary results of an on-going study. The aim is to investigate entanglements of children, teachers and digital technology, where humans as well as materiality are considered as actors. Learning is a main concept in the research field of didactics and preschool practice. Research is also highly dominated by a deterministic and dialectic approach. Instead, this study investigates the becoming of an entangled child, where the child continuously is in intra-actions with other humans and digital technology. In this setting Barads (2007) agential realism becomes a way to problematise widespread beliefs about the learning child. In this study, the concept intra-action (Barad, 2007) is used to analyse the becoming of the digital child. Preschool children 4-5 years old, preschool teachers and preschool teacher students participated. They explored a digital App (Toontastic 3D) and created a story with sound and moving images in a Digital Laboratory Centre (DLC). Field notes and video registrations were used for documentation. Ethical standards were assured through written informed content by all parents and personnel, and oral consent from the participating children. Results show that children together with digital technology are strongly bound to each other during the activities. In these entangled becoming actions is reliant both of the children and the technology. Also, the spectrum of action possibilities increases during the process. It is interesting to further discuss the concept of learning in an agential realism perspective as learning emerges without any involvement of teacher students or preschool teachers.
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| 6. |
- Masiello, Italo, Professor, 1969-, et al.
(författare)
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Digital transformation in schools of two southern regions of Sweden through implementation-informed approach : A mixed-methods study protocol
- 2023
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Ingår i: PLOS ONE. - : Public Library of Science (PLoS). - 1932-6203. ; 18:12
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Tidskriftsartikel (refereegranskat)abstract
- Background: The enhancement of–or even a shift from–traditional teaching and learning processes to corresponding digital practices has been rapidly occurring during the last two decades. The evidence of this ongoing change is still modest or even weak. However, the adaptation of implementation science in educational settings, a research approach which arose in the healthcare field, offers promising results for systematic and sustained improvements in schools. The aim of this study is to understand how the systematic professional development of teachers and schools principals (the intervention) to use digital learning materials and learning analytics dashboards (the innovations) could allow for innovative and lasting impacts in terms of a sustained implementation strategy, improved teaching practices and student outcomes, as well as evidence-based design of digital learning material and learning analytics dashboards.Methods: This longitudinal study uses a quasi-experimental cluster design with schools as the unit. The researchers will enroll gradually 145 experimental schools in the study. In the experimental schools the research team will form a School Team, consisting of teachers/learning-technologists, school principals, and researchers, to support teachers’ use of the innovations, with student achievement as the dependent variable. For the experimental schools, the intervention is based on the four longitudinal stages comprising the Active Implementation Framework. With an anticipated student sample of about 13,000 students in grades 1–9, student outcomes data are going to be analyzed using hierarchical linear models.Discussion: The project seeks to address a pronounced need for favorable conditions for children’s learning supported by a specific implementation framework targeting teachers, and to contribute with knowledge about the promotion of improved teaching practices and student outcomes. The project will build capacity using implementation of educational technology in Swedish educational settings.
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| 7. |
- Nordmark, Susanna, Filosofie doktor, 1968-, et al.
(författare)
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Piloting Systematic Implementation of Educational Technology in Swedish K-12 Schools : Two-Years-In Report
- 2024
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Ingår i: Global Implementation Research and Applications. - : Springer.
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Tidskriftsartikel (refereegranskat)abstract
- Halfway through a four-year research project supported by implementation science and the Active Implementation Frameworks (AIF), this article reports on the status of the initial two implementation stages. Our research investigates the impact of systematically preparing educators and educational institutions to integrate digital learning materials and learning analytics dashboards to enrich teaching practices and improve student performance outcomes.Furthermore, it seeks to establish a foundation for the use of innovative and validated educational technology (EdTech) through sustainable implementation strategies, evidence-based evaluation, and continuous redesign of digital learning materials. By adopting this comprehensive approach, we aim to enhance the knowledge base regarding effective digital innovation integration within educational environments.We argue that applying implementation science in educational settings facilitates the adoption of effective innovations, promotes evidence-based decision-making, and helps identify and address obstacles to change. Our ongoing research underscores the transformative impact of implementation science in education. Thus far, we have highlighted the crucial role of teacher perspectives and the necessity of co-designing technology aligned with teaching and learning objectives.This nuanced approach refutes the notion of a one-size-fits-all solution or a quick fix achievable in a single academic year. Instead, it advocates a dynamic, collaborative model that acknowledges the multifaceted nature of implementation. Our journey has reaffirmed the dedication of teachers, showcasing their readiness to invest time and effort when their professionalism is respected, and their input is genuinely valued and acted upon.
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