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Drivkraft för kollegialt lärande : Observationer med MOSO och kritiska vänner. Fem undersökningar om att göra skillnad för elever
- 2020
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Reports (pop. science, debate, etc.)abstract
- Syftet med denna rapport är att redogöra för organisering av kollegialt lärande som baseras på elevers behov, observationer och samarbete med kollegor. Rapporten har två delar som var för sig fokuserar olika projekt. Den första delen beskriver ett projekt med tre lärare från gymnasieskolor i tre olika kommuner med en av oss som handledare. Den andra delen beskriver ett projekt med två lärare från samma grundskola och med den andra av oss som handledare. Den gemensamma nämnaren för båda delarna är att lärarna använder gemensamma redskap för sitt kollegial lärande, ibland på lite olika sätt. Först beskrivs de redskap som var gemensamma för lärarna, medan texterna om de olika projekten visar hur redskapen anpassades till respektive sammanhang.
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| 2. |
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Försöksverksamhet med övningsförskolor : Sjävvärdering med åtta fallbeskrivningar 2014-2019
- 2020
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Reports (pop. science, debate, etc.)abstract
- Förskollärarprogrammet på Högskolan i Halmstad har under perdioen 2014-2019 ingått i en försöksverksamhet med övningsförskolor tillsammans med kommunala huvudmän i Falkenberg, Halmstad, Laholm, Båstad, Ängelholm, Höganäs och Helsingborg och en fristående huvudman i Halmsta.I denna rapport beskrivs hur det nationella uppdraget om övningsförskolor har utformats på Högskolan i Halmstad. Rapporten består av två delar. I den första delen presenteras hur försöksverksamheten har organiserats för koncentration, kompetens och samverkan, utvärdering och lärdomar gjorda av Högskolans personal. I den andra delen presenteras övningsförskolornas egna självvärderingar i form av åtta fallbeskrivningar.Rapporten har skrivits i samverkan med övningsförskolorna och är baserad på data kopplad till försöksverksamhetens etablerande, prövande och granskande skede. De resultat som presenteras visar att försöksverksamheten har förändrat grundsynen på verksamhetsförlagd utbildning bland alla involverade. Samtliga parter lyfter fram samverkan och relationsskapande mellan lärosätet, programmets VFU-ledare och övningsförskolorna som centralt för den förändrade grundsynen. Högskolan har utmanats i att balansera samverkan med övningsförskolorna med intern kommunikation om försöksverksamheten. Det krävs fortsatt arbete för att VFU-frågorna ska bli allas angelägenhet på Högskolan.Övningsförskolornas fallbeskrivningar pekar på att försöksverksamheten har bidragit till ökad kompetens på förskolorna kopplat till VFU, något som i sin tur har skapat bättre förutsättningar för progression i studenters praktiska yrkeskunnande. Övningsförskolorna har erövrat rollen som lärarutbildare och vill fortsatt vara med och påverka morgondagens kollegor, trots att rollen är krävande och att strukturer även forsättningsvis behöver förfinas. Resultaten visar att övningsförskolor skapar förutsättningar för studenter att bli en del av en professionell gemenskap för lärande vilket främjar studenternas utveckling av en professionell identitet.
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| 4. |
- Gyllander Torkildsen, Lisbeth, 1971, et al.
(author)
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Translating ideas for school development into changed leading practices
- 2017
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In: Nordic Educational Research Association (NERA) 2017, Copenhagen Denmark.
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Conference paper (other academic/artistic)abstract
- This paper draws on, and extends, insights from previous parallel case studies of leading and teacher’s professional learning conducted in Sweden, Norway and Australia. Previous studies examined the role of leading practices in the circulation and transformation of key educational ideas (Wilkinson, Olin, Lund & Stjernstrom, 2013). The research focused on how leading practices travel within and between educational sites, transforming the discursive, material and social conditions for learning and teaching practices in schools. Scandinavian new organisational literature, on how ideas travel globally, was used as a frame. The ongoing research focuses on new developments in organizational literature and translation studies, as well as research conducted amongst middle leaders in Norway and Sweden. This paper examines how key educational ideas circulate, are transformed and translated with varying degrees of success by middle leaders into educational practice. In particular, it analyses the process of translation, that is, how ideas travel, are made legible to individual practitioners, and translated into local practices. The focus is on the translator`s understanding and competence in the process of knowledge-transfer where he/she plays an active role. Røvik (2015) claims that there are certain rules that inform the translation processes and that these rules are contextually dependent. The rules thereby need to be developed and investigated at the local site. There has been sparse empirical research conducted on this issue as well as on the related issue of how different translations rules are “deliberately chosen or just followed” by translators. Insights into these questions have the potential to enhance understanding of how translations of ideas into local practices in local sites may be (mis)guided, (mis-)interpreted or (mis-)understood. Based on insights from translation theory and previous studies of middle leaders, we explore the following questions: •How do middle leaders ‘translate’ new ideas into leading practices? •How are middle leaders informed/influenced and inform/influence the translation process through their leading practices? Focus group interviews are being conducted with middle leaders (process leaders in Swedish schools and principals and development leaders in Norwegian schools) in two municipalities where new school development reforms have been implemented. Using middle leaders to support and enhance school development, is part of the reform. The new ideas is being translated through their ways of understanding and acting in the their schools. We will look for differences and similarities in the translation process expressed through the middle leaders’ ways of describing their role as leaders in the change processes. These descriptions will be compared with the general rules described by Røvik (2015), thereby addressing the lack of empirical work mentioned earlier. Translation theories have not been much used in Nordic education empirical studies, even though there are some exceptions (Lund & Moksnes, 2013; Røvik et. al. 2015). This study adds to this new body of knowledge, thereby contributing with a new perspective on questions on change processes in schools, making it possible to understand local variation and general rules as two sides of a coin.
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| 6. |
- Klang, Linda, et al.
(author)
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Samtal som rektors redskap för lärande
- 2019
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In: Didaktisk utvecklingsdialog. Lärares och skolledares professionella utveckling. Anette Olin, Jonas Almqvist, Lisbeth Gyllander Torkildsen, Karim Hamza (red.). - Lund : Studentlitteratur. - 9789144125749 ; , s. 139-156
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Book chapter (other academic/artistic)abstract
- Rektorn samtalar med en elev på sitt kontor för att lösa elevens problem med studierna. Men hjälper det verkligen? Beskrivningen av dilemmat inleds på rektorns kontor men mynnar ut i en problematisering av hela skolan med avseende på vilka samtal som behöver föras, mellan vilka och vilket lärande som önskas. Rektorns didaktiska dilemma handlar om hur samtal kan fungera som ett redskap i ledningsarbetet för att åstadkomma skolutveckling som skapar en god lärandemiljö för alla elever.
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| 7. |
- Langelotz, Lill, et al.
(author)
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Swedish Principals' Emotinal Labour
- 2024
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In: Cross National Conversations on the Adventures of Pedagogy, Education, and Praxis.
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Conference paper (peer-reviewed)abstract
- Five children from the same family, did not show up in school today…their classmates, and teachers are devastated… The Migration Authority kept the mother after a meeting at their office...and her small children were sent home in a taxi to the father. And this morning the whole family were … by the police /…/ think they were sent to Germany… it will affect the budget… I need to sack teachers… (Principal A). And this is my passion. I love working in this environment, where diversity is everywhere… we do not talk about the… passion, the gratefulness, and the joy in these schools. And that is a pity (Principal B). The quotations, from interviews with principals leading schools in structurally disadvantaged areas in Sweden, reflect principals’ sense of “what is right and wrong” (Nicolini, 2012, p. 5) and the emotional knowledge that are part of contemporary educational practices. In this presentation attention is directed towards various forms of knowledge needed in educational leading practices to foster a socially just school. A particular emphasis is placed on emotions, which according to our understanding “do not belong to individuals but – in the form of knowledge - to practices” (Reckwitz, 2002, p. 254). The aim in the presentation is to explore and discuss principals’ everyday work in Swedish schools, in nationally and globally volatile times. We are taking a site-ontological practice approach on leadership by using the theory of practice architectures (Kemmis et al., 2014) to study principals’ work and how emotions come into play in the daily leading practices. Leadership is here understood as a practice comprised by sayings-doing-relatings (Langelotz, 2017, p. 25) hold in place by its architectures; the cultural-discursive, material-economic, and social-political arrangements (Kemmis et al., 2014).
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| 8. |
- Lund, Torbjørn, et al.
(author)
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Using translation theory to understand and improve reforms in schools
- 2018
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In: Redress. - 1039-382X. ; 27:1, s. 8-13
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Journal article (other academic/artistic)abstract
- Ongoing reforms are constantly influencing practices in schools. Schools have to adopt both national reform ideas and local school initiatives in order to meet new standards and demands and to develop new practices. New practices and ideas are expected to be transferred from contexts outside schools into schools and from one school to another. The schools’ unique contexts are rarely taken into consideration. Adopting ideas and implementing them in practice is a complex process, and the quality of the outcomes tend to vary. Sometimes schools succeed in implementing an idea in practice, with the desired outcome, but other times they are unsuccessful. This article introduces a theory that teachers can use in order to better understand and improve reform processes.
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| 9. |
- Nagy, Caroline, 1971-, et al.
(author)
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The power of written feedback for student teachers in teaching mathematics
- 2019
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In: CARN-ALARA 2019, Imagine Tomorrow - Practitioner Learning for the Future. - 9789533141350 ; , s. 92-92
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Conference paper (peer-reviewed)abstract
- We will present a study in progress. The aim is to generate insights about thecontent-related feedback student teachers receive within the context of mathematicsteaching during their practicum period. Students perceive feedback as an importantprompt for developing their further knowledge within disciplines and courses that arepart of their programme. Similarly, lack of feedback has a negative impact on students’motivation. For feedback to be of relevance, it needs to both relate to course contentand provide guidance for future tasks. The main challenge faced by the provider offeedback is to ensure that feedback is explicit, since vague or unclear feedback iseither ignored by students or experienced as frustrating. Thus, mentors tend toobserve student teachers so they can provide explicit feedback that will guide studentteachers as they develop their teaching practice. Being able to provide feedback toa student teacher in the context of a lesson requires the observer to not only havepractitioner knowledge, but also a command of the relevant content knowledgerelating to the discipline. So far, we have established that that student teachers tendto seek generalised feedback, and that mentors rarely provide feedback that targetsdiscipline specific teaching considerations. Based on relevant research, we seek toinfluence mentors’ discipline specific feedback to student teachers, since that in turnenhances the learning outcomes for their students. The present study explores howmentor articulate feedback to student teachers who teach mathematics in the primaryyears, to pupils aged 6-9. To improve feedback both mentor and student teachersundertook a series of action research cycles as a part of their professional developmentinto providing and receiving discipline specific feedback. The emerging findings will bediscussed with mentors and students after the practicum period has been completed.
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| 10. |
- Nehez, Jaana, 1974-, et al.
(author)
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A web of leading for professional learning – leadership from a decentring perspective
- 2022
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In: Journal of Educational Administration & History. - Abingdon : Informa UK Limited. - 0022-0620 .- 1478-7431. ; 55:1, s. 23-38
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Journal article (peer-reviewed)abstract
- Research shows that leadership is crucial for professional learning, often highlighting principals' or middle leaders' leading practices. However, in leading, professions with differing roles work together. With a decentring perspective on leadership, we shift the focus from the individual principal or middle leader to joint leading practices. Based on a practice theoretical perspective, this article explores how educational leadership unfolds in shared leading practices in a Swedish case where professional learning is led by principals, middle leaders, and an external development leader. The findings visualise a web of practices focusing on understanding roles, changing structures and changing content for professional learning. The shared leading practices are enabled by shared ideas, different positions, and common arenas for communication, but constrained by simplified assumptions and exclusion of teachers. In this web, single dilemmas are handled in different practices from differing perspectives, with changes in plans for professional learning as an outcome.
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