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- Emanuelsson, Jonas, 1962, et al.
(författare)
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Interaction and variation of content in a Swedish and US mathematics classroom: Talking the talk or getting it right?
- 2003
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Ingår i: Paper presentation as a part of the symposium: “Social Interaction and Learning in Mathematics Classrooms in Australia, Germany, Hong Kong, Japan, Sweden and the United States at EARLI conference, Padova, Italy, August 26-30 2003..
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Konferensbidrag (refereegranskat)
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| 2. |
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| 3. |
- Carlsson, David, 1974-, et al.
(författare)
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Images of Christianity in textbooks for the Swedish compulsory school and the mission to conduct a cultural legacy
- 2021
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Konferensbidrag (refereegranskat)abstract
- The objective to teach Christianity is stated in the Swedish national syllabus since the very beginning of compulsory school. Initially, teaching proceeded from the Lutheran catechesis; a mission successively replaced by biblical studies and later developed into (Lutheran) Christianity as being part of non-confessional “Religious Studies” (Religionskunskap). However, the mission to pay certain weight to Christianity has survived, although in a new and secularized Swedish context. The privilege of Christianity is today instead motivated by its cultural position rather than from a religious rationale, and the ambition to conduct a cultural legacy. We will approach how Christianity is depicted in compulsory school by analysing currently used teaching books. This will be done within the frame of educational research, more specifically subject didactics. The purpose of our paper is to describe and problematize the depiction of Christianity in Swedish textbooks for Swedish compulsory Religious Studies.Nine national and prominent textbooks for the lower secondary school has been selected. Using discourse analysis (Fairclough 2003; von der Lippe 2011), dominating patterns will be revealed and related to broader discourses in society, within and outside Sweden. Our preliminary analysis shows that Christian doctrines are highlighted without relating them to religious practice, resembling a teaching tradition of presenting doctrines as demarcated facts; Christianity is further presented foremost in terms of church history which relate to an idea of religions as old entities carried by traditions from the past; the teaching books also tends to connect the teaching of Jesus with modern, protestant liberal theology.
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| 4. |
- Edling, Silvia, Universitetslektor, 1974-, et al.
(författare)
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"Democracy for me is saying what I want”: The teaching profession on free speech, democratic mission and the notion of political correctness in a Swedish context
- 2020
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Ingår i: Teacher education and the development of democratic citizenship in Europe. - London, NY : Taylor & Francis Group. - 9780429030550
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Bokkapitel (refereegranskat)abstract
- In the light of current tendencies for stable democratic states to be challenged by authoritarian forms of governance, issues of democracy and its status in teacher education institutions need to be problematised. This chapter focuses on democracy as an ideological form of governance in Swedish teacher education and discusses the implications that the various views of democracy have on teachers’ professionalism. Teachers’ responsibilities are fleshed out based on the current political guidelines for teacher education and discussed in relation to the tensions between free speech and the importance of taking a stand against oppression. Accordingly, students enrolled in Swedish teacher education institutions are expected to actively create conditions in everyday life that promote equal opportunities for children and students. Whereas some student teachers tend to regard free speech as the cornerstone of democracy, the data gathered from the ICCS study of teachers’ ways of understanding their democratic obligations indicates a more nuanced approach to obligations linked to democracy. The majority of these teachers stress that they actively intervene in discussions when students’ free speech risks violating ethnic groups.
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| 7. |
- Edling, Silvia, Universitetslektor, 1974-, et al.
(författare)
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Let’s talk about teacher education! : Analysing the media debates in 2016-2017 on teacher education using Sweden as a case
- 2020
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Ingår i: Asia-Pacific Journal of Teacher Education. - 1359-866X .- 1469-2945. ; 48:3, s. 251-266
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Tidskriftsartikel (refereegranskat)abstract
- The purpose of the paper is to contribute to research on themedia’s role in naming and framing the debate about teachereducation using Sweden as a case study. This is done by analysinghow articles published in four major Swedish newspapers from2016–2017 define: a) the challenges/strengths of current teachereducation and b) the kind of teacher professionalism that thedescriptions give rise to. Using content analysis, the study showsthat the media mainly emphasises the negative aspects of teachereducation and, in particular, scepticism of the scientific basiswhere postmodernism is regarded as problematic and needingto be replaced by cognitive science due to the insufficient knowledgeof teachers and student teachers, the shortage of teachers inthe country as a whole and disciplinary problems in the classroom.The debate is primarily fuelled by those outside the field ofeducational research, who argue that psychology and neurosciencescholars should have the power to define the contentof education, which indicates a view of professionalism as insideout-professionalism. There are more nuanced approaches to teachereducation as well, but these are marginalised.
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| 8. |
- Edling, Silvia, Universitetslektor, 1974-, et al.
(författare)
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Student teachers’ task perceptions of democracy in their future profession – a critical discourse analysis of students’ course texts
- 2018
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Ingår i: Australian Journal of Teacher Education. - : Edith Cowan University. - 1835-517X. ; 43:7, s. 82-97
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Tidskriftsartikel (refereegranskat)abstract
- The education system is still important for establishing and maintaining democracy in society. In relation to this, it is reasonable to suggest that teachers’ different interpretations of their mission to teach for democracy will influence their teaching practices. The purpose of this paper is to shed light on student teachers’ task perceptions as a dimension of their professional role to teach for democracy in school. An analysis of Swedish student teachers’ course texts written as an assignment during a course focusing on democracy is conducted using critical discourse analysis as an analytical tool. The task perceptions are described according to two main discourses: as narrow and broad approaches to teaching for democracy. These two approaches are further analyzed in terms of two corresponding strategies for teacher professionalism: outside-in professionalism and inside-out professionalism. The result partly confirms earlier studies of student teachers, where narrow approaches to democracy have been found to be most common.
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| 9. |
- Edling, Silvia, et al.
(författare)
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Tre om svensk lærerutdanning
- 2013
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Ingår i: Demokrati og lærerbevissthet. - Oslo : Universitetet i Oslo. - 9788293292005 ; , s. 81-95
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Konferensbidrag (refereegranskat)
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| 10. |
- Elm, Annika, Universitetslektor, 1958-, et al.
(författare)
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Documentation between local professionalism and accountability – a case from the Swedish preschool
- 2018
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Ingår i: ATEE, 2018, book of abstracts..
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Konferensbidrag (refereegranskat)abstract
- Documentation of pedagogical practise has become a vibrant issue through its relationship with educational policy- and government in many national contexts. Documentation is also regularly used as a tool for local, collegial development, not necessarily driven by the external demands for accounting educational outcomes. Against this background, the practise of documentation could be related to different modes of teacher professionalism; outside-in-professionalism, characterized by teachers as responding to external and standardized demands, and inside-out-professionalism characterized by teachers as responding to complexity and change, through qualified judgment. Although documentation is regularly employed as a tool for local, collegial development, the responsibility for documentation commissioned by educational authorities remains an assignment, coming with consequences for how to relate this self-initiated local documentation to the demands of the educational authorities. The purpose of this presentation is to investigate the tension, between documentation based in inside-out-professionalism and outside-in-professionalism, by means of a case study from the Swedish preschool. Our research questions reads: how do external demands of documentation impact on the collegial conditions of documenting practise? How do professional conditions of documenting impact on the external demands of documentation?Our analytical point of departure proceeds from the assumption that documentation is shaped from certain positions, interests and perspectives (Vallberg Roth 2012), including the crossing between different interests and logics within educational institutions. A qualitative case study of one preschool setting in which a long term documentation has been performed, using CoRe (pedagogical content representation) has been adapted as an approach for teaching science, in a practice based research collaboration project, will be related to intentions from the municipality. The gathering of data includes participant observations in preschool and interviews with participating preschool teachers, at municipal briefings, interviews with responsible parties representing the local preschool as educational agency, and by collection of documents. The expected outcomes of our study indicate that preschool teachers are acting between norms of designing documentation from their professional and local interests and that of adapting to the interests of the educational agencies. The first norm is based in their collegial self-defined needs (in collaboration with the researchers) for teaching science in preschool, mainly by teaching science and technology themes, paying attention to preschool children’s responses to science and technology content. The second norm is characterised by accounting for national goals in the national syllabus, in ways corresponding with the national school system. The preschool teachers respond to this latter assignment through (professional) deliberations, aiming to deliver material from their everyday work to the agency, while simultaneously keeping the integrity of their own work as separated from the assignment of the agency. These local deliberations and decisions will further be analysed in terms of the dynamic between the two modes of professionalism mentioned above, in light of the local policy context. Our project shed light on conditions shared with several European countries regarding possibilities for sustainable teacher development within broader contexts of demands for accountability impacting on teachers professional work.
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