| 1. |
- Linné, Agneta, Professor em. 1939-
(författare)
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Moralen, barnet eller vetenskapen? : En studie av tradition och förändring i lärarutbildningen
- 1996
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Doktorsavhandling (övrigt vetenskapligt/konstnärligt)abstract
- Tradition and change in compulsory school teacher education are studied historically, using the theoretical framework of curriculum theory and theory of cultural reproduction. The concepts of classification and framing are used as analytic devices. The curriculum is analyzed by its principles of selection, organization, methods of instruction and evaluation. The objects of study are pedagogical texts and material frames; also, important actors and struggles in the field of teacher education are identified.The establishment of a State education for elementary school teachers from 1842 onwards is analyzed. Two main periods of change have been discerned - one in the 1860s and one around the turn of the century. Both these changes coincided with considerable alterations in the context of the institution of teacher training. Changes occurred in the relations between community and State networks, power relations of State bureaucracy were altered and new ideas of nature, science, the child and morality broke through. Initially, classification and framing were comparatively weak; step by step they were strengthened as State control grew more forceful. From the 1880s onwards, the dominating character of teacher education was challenged by the new professional organization created by the elementary school teachers. The strong dominance of Church and religion over education was deeply questioned in light of the newly developing sciences like empirical psychology and the natural sciences. Actors from teacher training institutes played important roles in national educational policy and in the field of teacher education. These actors have been engaged in struggles for admission to the field, for the ownership of the arena and for the power over examination - struggles concerning the distinctions of the field itself in relation to other fields.The study has demonstrated how ideas of morality, the child and science in various shapes have dominated the scene of teacher education from the mid-nineteenth to the mid-twentieth centuries.
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| 2. |
- Knutas, Agneta, 1955-
(författare)
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Mellan styrning och moral : berättelser om ett lärarlag
- 2008
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Doktorsavhandling (övrigt vetenskapligt/konstnärligt)abstract
- Earlier research on teacher teams has found that the dominant model for the governance of schools is a leadership dominated by a rational organization and an individual leadership model. It has also found that school managements interfere with teacher teams and their decisions. This study explores the tension between governance, in the context of the Swedish school system, and the moral principles of a teacher team. In an empirical study, a teacher team was followed at their weekly meetings. Inspired by Hannah Arendt’s political philosophy, parts of her theories of human action have been focused upon. Proceeding from the concept of ‘inter-est’, what principles are expressed in the actions of teachers in a team at the upper level of the nine year compulsory school? In the narratives used to present the empirical findings, figuration, action and webs of relationships say something about the team and their cooperation. The teachers in the study sometimes worry that their task is not a worthwhile one. They are also concerned about their scope to respond to each student’s uniqueness. One principle manifested in the inter-est emerging from the stories is that the team are striving to do their best. At other times, the teachers protest by refusing to take responsibility, revealing a principle of mistrust of the management’s ideas on cooperation with parents. When teachers discuss a theme of war and peace, the principle emerging is that they want to enable each student to perform their best. The results illustrate how management and organization work against variation and diversity. The teachers are concerned with their honour as teachers and protest against the local authority by not accepting the task handed to them. When the team discuss their resources, too, the management denies them their right to decide. Being part of a teacher team also involves consideration of the goals of the school. The narratives about this team and their protest at the school management and local authority interfering with their task, contribute to a possible discussion about the responsibilities of teachers from a moral perspective. The results demonstrate that the local authority and management hinder the creativity, imagination and judgement of teachers through the precedence they give to procedural rules.
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| 3. |
- Bergh, Andreas
(författare)
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Vad gör kvalitet med utbildning? : Om kvalitetsbegreppets skilda innebörder och dess konsekvenser för utbildning
- 2010
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Doktorsavhandling (övrigt vetenskapligt/konstnärligt)abstract
- The aim of this dissertation is to investigate what linguistic meanings the concept of quality is imbued with in different educational arenas and to discuss the consequences of such meanings for education. From this aim the main research question is: What does the concept of quality do to education and what does education do to the concept of quality? The question indicates an interest in understanding how the concept of quality and education mutually influence each other. The empirical material consists of national texts written by the government and the national school authorities, mainly between the years of 1997 to 2008, as well as interviews with different people from three local school authorities and schools. Theoretically the approach is inspired by Quentin Skinner and speech-act theory as well as Reinhart Koselleck and conceptual history. While Skinner is mainly interested in the rhetorical use of concepts, Koselleck’s interest lies in investigating how concepts carry historical time. For this study, some analytical concepts are lifted from these two theories and are applied to the empirical material. From the analysis, four concluding criteria of application are formulated: education quality, result quality, market quality and system quality. The result shows that certain meanings, which for a long time have been connected to education and, in this study, are incorporated under the umbrella criterion education quality, have been challenged and partly marginalized. Instead, the dominance of result quality, market quality and system quality lead to an acceptance of new social perceptions in education. The different national and local structures that are developed to measure quality have a high impact on local practice. As a consequence of a shift from goal to result, overriding goals are clarified and made juridically controllable. The changes also lead to consequences for the different actors in the education system, as well as for teachers, national politicians and for national and local school administrations.
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| 4. |
- Elfström, Ingela, 1954-
(författare)
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Uppföljning och utvärdering för förändring : pedagogisk dokumentation som grund för kontinuerlig verksamhetsutveckling och systematiskt kvalitetsarbete i förskolan
- 2013
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Doktorsavhandling (övrigt vetenskapligt/konstnärligt)abstract
- The purpose of the study is to examine, in relation to the curriculum for the Swedish preschool demands of assessment, evaluation and documentation what kind of knowledge that becomes possible through the use of pedagogical documentation, and how this knowledge answers to expectations of development of content, form and organisation of the early childhood educational context. Another purpose is to examine what a post-pragmatic perspective and an immanent idea of evaluation can imply for the two-folded task of the preschool: the societal reproduction of knowledge and the staging of possibilities for children’s own production of knowledge. Three theoretical perspectives have been used: curriculum theory, post-structural theory and an immanent philosophical perspective. Curriculum theory points out that it is essential to use and develop perspectives and methods of evaluation that relates to the goals of the preschool as tools for evaluation govern and shape both questions and analysis. The main study here is directed towards examining pedagogical documentation through an empirical study of one preschool’s use of pedagogical documentation during one year. When dealing with the empirical material my intention has been to make visible both kind of learning processes that this study interprets that the curriculum prescribes. Therefore one method used where curriculum theory and descriptions and categorisations as a part of a discursive analysis of how teachers use pedagogical documentation together with the children and in their planning-sessions. The second method consists of an immanent following up of the rhizomatic web of threads that appear and transform through the practice and where pedagogical documentation is part of the relational field of potentiality.
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| 5. |
- Rimm, Stefan, 1974-
(författare)
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Vältalighet och mannafostran : retorikutbildningen i svenska skolor och gymnasier 1724-1807
- 2011
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Doktorsavhandling (övrigt vetenskapligt/konstnärligt)abstract
- The overall aim of this dissertation is to explore the connections between rhetoric and civic and moral education. In the Latin schools (trivial schools, cathedral schools, and gymnasiums) in eighteenth-century Sweden, rhetoric still had a prominent position. In examining school rhetoric under the Swedish School Act of 1724, the study takes on rhetoric education in the broad sense, asking questions about teaching design and content, and about which texts were read and written. In addition to this, the dissertation discusses the moral content of the education as well as the function of the texts and exercises of rhetoric education in character and identity formation. The study also demonstrates the practices of rhetoric in schools and gymnasiums. Everyday classroom activities as well as ceremonies and festivities are treated as arenas for the display of erudition, asking questions about eloquence as a possible catalyst for the raising of schoolboys into men and citizens.Drawing from curriculum history, the investigation focuses on the content of the education. The analytical framework regards educational content as multilayered, ranging from conceptual content to content related to school subjects, syllabi and educational programmes, and further to socialisation content. Therefore a number of theoretical and methodological perspectives have to be employed in order to analyse a multitude of sources: from textbooks and records from schools to written curricula.The curriculum history foundation is therefore supplemented by theoretical inspiration from among other things the sociology of education and the sociology of literature, from the history of rhetoric and from gender history. The concept of virtue is given a special role in the construction of civic ideals and masculinities, two important aspects of an erudite identity cultivated in the early modern Latin schools.The dissertation shows that during the long period of time that the Swedish School Act of 1724 was effective – a total of 83 years, until 1807 – school rhetoric changed very little, and the changes that took place did so only slowly. A number of factors explain this rigidity. The same textbook,Elementa rhetorica by Gerardus Johannis Vossius, was used used in Swedish schools throughout the entire period studied. A shortage of textbooks led to older copies being used, and to a manual reproduction of textbooks and educational content.A canon or publica materies of classical, especially Latin, texts connected the branches of the trivium. It also worked as a common resource, read throughout the school: from fables and the short texts of compendia used in the first forms of the trivial schools to the philosophical and literary works used in the gymnasiums. The proximity between school rhetoric and the exemplary classical texts offers a further explanatory factor for the slow changes of 18th century rhetoric education.The rhetoric education in schools and gymnasiums appears as one of the most distinct illustrations of the early modern Swedish school's twofold objective to transmit knowledge and instill virtue. The rhetorical pedagogical programme was not just about the arts and crafts of linguistic ornaments. School rhetoric had an even larger aim, combining knowledge and virtue into the training of an orator. Through the reading of the exemplary texts and the moral lessons taught by them, and through pupils' own co-creation and rhetorical (re)production, a classical, medieval, Renaissance and Reformation legacy was passed on. In this legacy, the aim was virtuous eloquence.The learned world in and around schools and gymnasiums can be considered a premodern or early modern public sphere, filled with rhetorical ceremonials as a display of erudition and scholarly status. At the school level rhetoric was a representative resource that could justify the position of the scholarly community and the clergy, demonstrate the standing of the school and the church site in the city, and distinguish the learned from members of other social groups.
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| 6. |
- Tellgren, Britt, 1951-
(författare)
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Från samhällsmoder till forskarbehörig lärare : kontinuitet och förändring i en lokal förskollärarutbildning
- 2008
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Doktorsavhandling (övrigt vetenskapligt/konstnärligt)abstract
- From Mother of Society to a Teacher Qualified for Post-graduate Studies – Continuity and Change in a Local Pre-school Education. The aim of this thesis is to throw light upon the basic values and representations of knowledge within a local female teacher education tradition and identify what kind of expectations are held of a pre-school teacher over time. The main question concerns central values and notions in a local pre-school teacher education regarding what is expected of a recognised pre-school teacher between the beginning of the 20th century and the first decade of the 21st century. A key interest is how these underlying values and notions are maintained and how they are transformed over time. Another interest is how these values and notions are maintained and transformed when they meet other teacher education traditions and when they are confronted with traditional academic values. The preschool teacher education is deeply rooted in a female tradition and the study presented here also focuses on the role that gender plays in the formation, changes and continuity of the central values in pre-school teacher education. The empirical sources include in-depth-interviews with 22 lecturers and supervisors from a local pre-school education in addition to document studies of selected materials from the archives of the Department of Education at Örebro University and at the Örebro University Library. The historical context and the dimension of time have been analysed using James Wertsch’s (2002) conception of voices of collective remembering in addition to the concepts of knowledge cultures (Englund & Linné 2005, Nerland 2008) and communities of practice (Lave and Wenger 2003). The results presented in this dissertation indicate that major shifts have occurred in the collective memory of the local pre-school teacher education during the 20th century and the first years of the 21st century. I have distinguished seven historical periodic themes in the analysis. These are: Mother of society – formation of a new female activity system (ca 1902–1942), All-round kindergarten leader (ca 1942–1963), Personality development and child observation (ca 1963–1972), Developmental psychology and dialogue pedagogy (ca 1972–1977), Education in a university setting and a citizen of society (ca 1977–1983), Reflective child pedagogue (ca 1982 1993) and Teacher of younger children – qualified for a research tradition (ca 2001– 2007).
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| 7. |
- Öberg Tuleus, Marianne, 1955-
(författare)
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Lärarutbildning mellan det bekanta och det obekanta : en studie av lärares och lärarstudenters beskrivningar av levd erfarenhet i skola och högskola
- 2008
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Doktorsavhandling (övrigt vetenskapligt/konstnärligt)abstract
- Teacher education between familiarity and strangeness. An inquiry into the descriptions of lived experience told by teachers and student teachers in school and at the university. The aim of this dissertation is to study teacher education as lived experience with an overall ambition to contribute to a deeper understanding of teacher education as a complex phenomenon. A basic interest is to approach teacher education from a point of view where the lived experience of teachers and student teachers in school and on campus is brought into focus. The main question of the study is: what meanings of the phenomenon teacher education emerge, when teacher education is studied as lived experience? To empirically inquire into lived experience a hermeneutical phenomenological perspective is developed. This means a phenomenological understanding of the life-world as an intentional, lived and social world, and a hermeneutical openness to put repeated and confirmed experience into play to open for new experience. The choice of participant observation and conversational interviewing as research methods made it necessary to develop a methodological strategy involving a flexible position as well as a wakeful position. The results of the empirical study are presented in three in-betweens. Each of them focuses on a certain aspect of the life-world, as it emerges from the research question posed. The themes of unifying, modelling and of being market-oriented explore the meaning of teacher education as it comes forth between actor and institutional setting. Between actor and task, the meaning of teacher education takes shape in the lived situations of teachers and teacher students in school and on campus. When the meaning of the phenomenon teacher education unfolds between actor and actor, it is formed in the encounter with the “other”. So far, the results are consistent with earlier research on teacher education. To challenge familiar descriptions and to approach complexity, the results are put into play by the use of corporality, temporality and spatiality as existential themes. This leads to the conclusions that the meaning of the phenomenon teacher education transpires from male and female perspectives. This conclusion puts at risk the gender neutral description of women and men within teacher education as “teachers” and “students”. Secondly, the meaning of the phenomenon teacher education is intertwined with situations where personal and collective experience of teachers and student teachers is expressed in feelings of familiarity and strangeness. This means that the past in the sense of what “traditional” teacher education used to mean is challenged by transformation in terms of what teacher education could mean. Thirdly, the meaning of the phenomenon teacher education always includes different meanings as well as a prevailing meaning that is interacting with the institutional setting. This puts into play the assumption that traditions always stay the same, and that reproduction dominates transformation.
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| 8. |
- Blomdahl, Eva, 1953-
(författare)
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Teknik i skolan : en studie av teknikundervisning för yngre skolbarn
- 2007
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Doktorsavhandling (övrigt vetenskapligt/konstnärligt)abstract
- The main purpose of this study is to find out how technology as a school subject is formed into pedagogical action. Issues addressed are: – How does teaching in the school subject of technology differ in terms of content and process? – How do frame factors influence teaching in technology? As analytic tools, concepts from philosophical thought on technology and education as well as frame factor theory are used to throw light on the way technology education takes shape in the practices of two primary school teachers. The philosophical concepts employed and developed have been inspired by the thinking of Martin Heidegger and John Dewey. These con-cepts are “place” and “shaping of technology,” where the shaping of tech-no¬logy involves the following phases: formulation of the assignment, analysis, visualization/construction and evaluation/reflection. The basic questions are investigated in two case studies over a period of one year. Data is collected based on ethnographic methods and consists of observations, video recordings, documentation in the form of teachers’ diaries as well as pupils’ work, taped interviews with pupils, and interviews with the two teachers both before and after the project was finished. The overall results of the study show that the two teachers, to a different degree, use place, e.g. they try to use the children’s own experiences and the surrounding environment as a starting point in their teaching. They try to organize their teaching as a process of knowledge construction instead of as a process of transmission. In that process, different forms of represen¬tation are used, such as sketches, model constructions and written docu¬mentation, with the element of model construction providing a common denominator given the availability of tools and material. Another similarity between the practices is that the children are given opportunities to work at problem solving in cases where there are no given solutions. However, they enter problems due to their own embodiment in a pedagogy of transmission, which results in the fact that the shaping of technology becomes difficult to organize. Strict borders between subjects, the fragmented timetable of the school, and the organization of the classroom space and scarce equipment and materials all influence the possibilities of teaching in technology.
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| 9. |
- Gunvik-Grönbladh, Ingegerd, 1954-
(författare)
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Att bli bemött och att bemöta : En studie om meritering i tillsättning av lektorat vid Uppsala universitet
- 2014
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Doktorsavhandling (övrigt vetenskapligt/konstnärligt)abstract
- The general purpose of this thesis is to contribute to further understanding of the academic appointment process explored and defined as participation in a collegial educational process. The appointment process for academic positions has historically been regulated by state authorities ever since the first university was established in Sweden and has continuously been questioned for necessity, procedure etc. The object of study is the appointment process focusing the consideration of teaching skill in appointing academic teachers. A theoretical construction is used as a method in order to grasp what the experts and applicants consider.The thesis draws theoretical inspiration from the French sociologist Pierre Bourdieu especially his work on social practice and his explanations within praxeological knowledge. In this thesis cultural capital, habitus and doxa are used as concepts for constructing a social practice. Inspired by Bourdieu’s concepts, the appointment process is made visible grounded on documentation: judgments of qualifications written by external experts and the applicants’ documentation in their applications.The empirical material on merits is analyzed according to Bourdieu’s indicators on symbolic capacities. The disposition of habitus (as an inner organizing principle) is limited to cultural capital and background demographic data. The indicators on scientific skill are also transmitted into symbolic capacities on teaching skill. Three appointments as assistant professors are analyzed, framed by information on advertisement, description of documentation, time lapse and final decision in appointment committees.The main conclusions are that the experts select whom to appoint using their practical sense unaware of the driving forces, explained as social practice. The experts act in line with the purpose of the assignment and they follow all the rules and instructions. Teaching skill is focused by the applicants and experts as practical mastery in the subject field (pedagogical authority). Selection is explained by the concept of habitus. Another conclusion is the tendency to “nuanced” co-optation similar to when appointments were made by self selection and teaching ability was important in early 19th century. A final conclusion is that in positioning of arguments in shared beliefs (doxa) in questioning the appointment process, researchers in the early years of this century represent heterodox opinions.
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| 10. |
- Lundahl, Christian, Professor, 1972-
(författare)
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Viljan att veta vad andra vet : Kunskapsbedömning i tidigmodern, modern och senmodern skola
- 2006
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Doktorsavhandling (övrigt vetenskapligt/konstnärligt)abstract
- This thesis deals with knowledge assessment in education from a historical point of view. It considers both “internal” assessment, i.e. assessments occurring in everyday life in school, and “external” assessment, i.e. assessments from outside schooling, as well as policies of assessment. Special attention is given to dilemmas and conflicts between these perspectives. The aim of this thesis is to understand 1) historical and social conditions that form the knowledge of what others know, 2) how selective kinds of knowledge or ways to produce knowledge are spread and 3) how they might be challenged and reshaped.Part 1 argues, from a curriculum theory perspective, that assessments should be seen as part of the curriculum.Part 2 deals with assessment during pre-modernity, roughly between the 16th century and mid 18th century. Two traditions are explored: the tradition of early differential psychology, i.e. temperament theory, and the tradition of the grammar school (Läroverket).Part 3 deals with a period that was particularly important in terms of assessment in education in Sweden and the construction of the Swedish comprehensive school, i.e. the 1940s.Part 4 investigates a progressive and critical movement during the 1970s and 1980s and its relation to assessment matters. A final chapter in part 4 deals with recent changes in assessment policies in Sweden, the construction of an educational system that tried to establish a curriculum valid assessment culture in the early 1990s.The concluding argument is that if assessment is viewed in a historical perspective as re/production of knowledge and as part of the curriculum, it is possible to gain new kinds of knowledge that makes it easier to handle some “eternal” dilemmas in assessing student performances. Thereby we might strengthen teacher autonomy and skills in these matters.
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