| 1. |
- Hellstén, Meeri, et al.
(författare)
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Teacher Education in Sweden : Revisiting the Swedish Model
- 2020
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Ingår i: Teacher Education in the Global Era. - Singapore : Springer. - 9789811540073 - 9789811540080 ; , s. 99-114
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Bokkapitel (refereegranskat)abstract
- The advent of globalization is one of the most transformational projects in modern society. As such, its impact has been urgently sensed in the field and the institutions of education, which are publicly recognized as the most effective instrument in nation building.
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| 2. |
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| 3. |
- Lundahl, Christian, et al.
(författare)
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Skolutveckling för hållbart lärande
- 2022
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Bok (övrigt vetenskapligt/konstnärligt)abstract
- Skolutveckling för hållbart lärande utgår från ett helhetsperspektiv på skolutveckling. Det handlar om att se till elevens hela lärandesituation där både välbefinnande och bildning står i centrum, men också om att engagera hela skolan i ett multiprofessionellt utvecklingsarbete. I boken beaktas såväl betydelsen av styrdokument, lokala förutsättningar och en utbildning på vetenskaplig grund och utifrån beprövad erfarenhet. Syftet är att medverka till hållbara kunskaper och människor samt bidra till en hälsofrämjande arbetsplats. Boken innehåller både teoretiska och praktiska perspektiv på skolutveckling integrerat med ett konkret exempel från ett forsknings- och utvecklingsprojekt om hållbart lärande. Den vänder sig till verksamma på alla nivåer som arbetar med skolutveckling och till rektors- och lärarutbildningen.
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| 4. |
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| 5. |
- Mickwitz, Larissa, 1969-
(författare)
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En reformerad lärare : Konstruktionen av en professionell och betygssättande lärare i skolpolitik och skolpraktik
- 2015
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Doktorsavhandling (övrigt vetenskapligt/konstnärligt)abstract
- This doctoral thesis investigates the interrelatedness between school policy and practice. In the thesis, the construction of “the teacher” is analysed in school policy documents and teacher interviews. I am particularly interested in the relation between school policy and school practice in light of the two latest curriculum reforms 1994 and 2011 and the teacher accreditation registration reform of 2011. The analysis focuses on two topics: grading and the professional teacher. In fact, an analytic link is made between the emphasis on grading and the discursive construction of the teacher in Swedish education policy. The theoretical framework is positioned within institutional theory within which I combine curriculum theory and the sociological new institutionalism with discourse theory. The analyses of policy documents reveals three types of different discursive constructions of “the teacher”. In the period of deregulation and decentralization, a professional teacher is constructed and the need for an autonomous teacher for school quality is expressed. By the 1990s -2000s an unprofessional grading teacher is constructed. In the period signifying the teacher accreditation and registration reform, a quality assured teacher is constructed. It is a teacher who is formally authorized and in need of continuing evaluation. In the focus groups interviews teachers constructs two types of professionalism. One is in line with the professionalism articulated in the policy texts and is about control and formal regulation and the other is about autonomy. Furthermore, the teachers relate to grading and teachers' ability to act in accordance with their overall teaching assignment. Grading were often constructed opposed to teaching. Demands for documentation, quality reports or the requirement of teacher accreditation is described as institutional practices defined from above. These practices make it difficult for teachers to complete their teaching assignments. The study indicates that teachers' ability to operate in an increasingly regulatory schooling culture has, through the types of requirements for transparency in teachers’ work, resulted in the decline of autonomy in their professional practice.
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| 6. |
- Mickwitz, Larissa, 1969-
(författare)
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Föräldradeltagande i skolan
- 2018
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Ingår i: Att bli lärare. - Stockholm : Liber. - 9789147122851 ; , s. 234-239
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Bokkapitel (övrigt vetenskapligt/konstnärligt)
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| 7. |
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| 8. |
- Mickwitz, Larissa, 1969-
(författare)
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Lärarprofessionalism när bedömning är betyg
- 2021
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Ingår i: Hållbar bedömning. Bildning, välbefinnande och utveckling i skolans bedömningsarbete. - Stockholm : Natur och kultur. - 9789127827301 ; , s. 27-46
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Bokkapitel (övrigt vetenskapligt/konstnärligt)
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| 9. |
- Munhall, Brendan, 1985-
(författare)
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Bounded Horizons : A study of upper secondary school choice for newly arrived students
- 2024
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Doktorsavhandling (övrigt vetenskapligt/konstnärligt)abstract
- Graduating primary school students in Sweden choose their upper secondary school within a unique quasi-market school system. The students may choose specialized programs but must also be accepted based on grade rankings by the schools. Despite equity arguments for the school choice model, opportunities are not equally available for all students. Newly arrived students in particular may face challenges in their school selection process, leading to limited availability, especially within metropolitan areas. However, there is a lack of research exploring newly arrived students’ own experiences and attitudes towards school choice in this setting. The aim of this study is to investigate newly arrived students’ own experiences and their understanding of the upper-secondary school choice process.In this study, twenty-two newly arrived year-nine students in the metropolitan Stockholm area were interviewed about their experiences during the school choice process. Semi-structured interviews conducted in the students’ mother tongues explored their educational backgrounds, social interactions, school experiences and academic aspirations during the 2019/2020 school year. In addition, eight of their teachers and guidance counsellors were interviewed. The student responses were analysed through thematic analysis using a combination of concepts including horizon for action, cultural and social capital, the grapevine and structural and symbolic boundaries.In the results, the newly arrived students were shown to be a diverse group with varying languages and levels of preparedness for the Swedish education system. They shared similar experiences in the upper secondary school process, marked by subtle differences due to their available resources and the different actors that they interacted with. Marketing strategies used by the upper secondary schools themselves had a substantial influence on the students although many of the students found this information hard to navigate. Guidance from the school, in both a formal sense from guidance counsellors and informally by other educators had a positive effect but was dependent on the engagement of the educators. The students’ parents had a limited influence on their childrens’ choice process, largely due to their own recent arrival in Sweden. Finally, due to the structure of schools, the newly arrived students interacted with other newly arrived students more than with Swedish students, giving them limited peer information about upper secondary schools. These findings shed light on the experiences of an often overlooked group of students, offering a fresh perspective on the Swedish education system. Many of these students faced challenges in choosing upper secondary schools based on the grades they achieved during their relatively brief time in Sweden and the neighborhoods they resided in. Their school preferences were further shaped by the limited support from both their social circles and the educational institutions themselves. Consequently, these students were vulnerable to the influence of targeted marketing and unsubstantiated rumors. However, this phenomenon wasn't universal. Dedicated educators, particularly those who shared a common language or cultural background with the students, provided meaningful guidance. These findings are significant for identifying limited opportunities for an under researched group within the Swedish education system and giving insight into how they may be better supported.
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