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- Hardy, Ian, et al.
(författare)
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Critiquing and Cultivating the Conditions for Educational Praxis and Praxis Development.
- 2020
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Ingår i: Pedagogy, Education, and Praxis in Critical Times. - Singapore : Springer. - 9789811569258 ; , s. 65-84
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Bokkapitel (refereegranskat)abstract
- This book critically explores urgent questions that researchers, educators, and policy makers need to consider and address in order to better our understanding and capacity to transform education. Focusing on areas that underpin the empirical, theoretical, and strategic research of the Pedagogy, Education and Praxis (PEP) International Research Network, it discusses the following topics: the nature of educational praxis; research approaches that facilitate praxis and praxis development; changing cultural, social, political and material conditions affecting the educational practices of teachers; and how good professional practice in teaching, leading, and professional learning are understood and experienced. Presenting findings emerging from the Pedagogy, Education and Praxis research, the book raises new questions and offers new ways of thinking about the identified issues and themes in light of current educational concerns and the prevalence of neoliberal conditions being experienced in educational settings around the globe. It provides supporting evidence and illustrative examples to help readers understand important concepts, situations, and concerns, and brings together intellectual and cultural-historical traditions that, when considered in relation to each other, open up critical opportunities and ideas orienting readers towards future educational transformation.
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- Hesslow, Eva, et al.
(författare)
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Lärares professionella behov så som de konstrueras av en inflytelserik kompetensutvecklingsaktör
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Ingår i: Pedagogisk forskning i Sverige. - 1401-6788 .- 2001-3345.
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Tidskriftsartikel (refereegranskat)abstract
- Syftet med den här artikeln är att analysera (svensk-)lärares professionella behov så som de konstrueras av en inflytelserik aktör på kompetensutvecklings-marknaden. Teoretiskt är studien baserad på Evans (2011a, 2011b) modell över professionell utveckling. Modellen är en typologi av utvecklingskomponenter och förändringsdimensioner av professionalism. Vår analys bygger på tre konferens-program från den inflytelserika aktören och fokuserar särskilt på konferenser för svensklärare. Vi analyserar materialet dels kvantitativt genom en redogörelse för proportionerna mellan utvecklingskomponenternas ingående förändringsdimen-sioner, dels kvalitativt genom karakterisering och exemplifiering av vad som kännetecknar de olika förändringsdimensionerna. I det senare av dessa två steg framgår vilka tillägg vi gör till Evans modell. Resultatet åskådliggör i vilken grad kompetensutvecklingsinnehållet orienteras mot att utveckla lärares beteenden, attityder eller intellektuella aktivitet. Det visar sig att beteendekomponenten dominerar, en omständighet som vi problematiserar i artikeln. Mot slutet diskuterar vi vilka tänkbara konsekvenser resultatet i sin helhet kan tänkas innebära för lärarprofessionen.
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| 7. |
- Hesslow, Eva, et al.
(författare)
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Svensklärarens professionalism så som den konstrueras av en betydande kompetensutvecklingsaktör
- 2022
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Konferensbidrag (refereegranskat)abstract
- Den studie som vi vill presentera genomförs i anslutning till det av Vetenskapsrådet finansierade projektet Fakturan, fortbildningen och forskningen (dnr 2019-03828) som studerar lärares kompetensutveckling i en marknadskontext. I projektet har cirka tusen fakturor över köpt fortbildning samlats in i tre kommuner. Vi har för SMDI-konferensens räkning valt en dominerande fortbildningsaktör och studerat aktörens program för tvådagarskonferenser där svenskämnet är i fokus. Studien syftar till att undersöka vilken typ av svensklärarprofessionalism som en av landets större kompetensutvecklingsaktörer uppmuntrar. Datamaterialet består av programblad från denna aktör där respektive svenskämnesinriktad konferens olika inslag beskrivs. Såväl högstadiet som gymnasieskolan är representerade och såväl språk- som litteraturdimensionen av svenskämnet. För att analysera fenomenet professionalism har vi tagit hjälp av Linda Evans analytiska indelning i tre professionella komponenter; ’behavioural’, ’attitudinal’ och ’intellectual’ (Evans, 2011). I ’behavioural’-komponenten ingår att kompetensutveckling bistår lärare i att bli bättre på processer och procedurer, i ’attitudinal’-komponenten’ ingår att uppmuntra lärare att ändra sina värderingar eller känna högre motivation på jobbet och ’intellectual’- komponenten, slutligen, står för ökad analysförmåga eller nya sätt att förstå specifika fenomen. Vi kommer att ge exempel på innehåll som representerar de olika komponenterna och visa proportionerna mellan de tre komponenterna. Vi diskuterar vilka tänkbara konsekvenser resultatet kan innebära för svensklärarprofessionen. Evans L. (2011). The scholarship of researcher development: mapping the terrain and pushing back boundaries. International Journal for Researcher Development, 2(2), 75-98.
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| 8. |
- Kemmis, Stephen, et al.
(författare)
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Pedagogy, Education and Praxis: An Eleven-year Progress Report from an International Research Network – Part 2
- 2019
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Ingår i: ECER-conference, September 3-6 2019, Hamburg.
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Konferensbidrag (övrigt vetenskapligt/konstnärligt)abstract
- This is the second part of a two-part symposium reporting on the work of the Pedagogy, Education and Praxis (PEP) network, a cross-institutional, collaborative research program which brings together researchers from Finland, Norway, Sweden, The Netherlands, Australia, Columbia, the Caribbean, and the UK. These researchers are investigating the nature, traditions and conditions of pedagogy, education and praxis and how they are understood, developed and sustained in different national contexts and various educational settings. The PEP international network emerged in 2005 out of a series of discussions about the ways in which the bureaucratization and de-professionalization of education were eroding the moral, social and political commitments that informed pedagogical practice until the recent past, and a shared conviction of the need for a form of educational research committed to reviving and restoring these commitments. This second part of the symposium will present findings from a systematic review of well over two hundred PEP publications 2007-2018 (books, chapters, refereed journal articles, special issues, refereed conference proceedings and doctoral theses) generated from the PEP research program, Action Research and Practice Theory. This second part of the symposium reports on findings of the 3rd, 4th and 5th of the PEP research questions: What is educational praxis? How, in different national contexts, is good professional practice/praxis being understood, experienced and practised by teachers and teacher educators? How, in different national contexts, is good professional education (that is, educational praxis development) being understood, experienced and practised by teachers and teacher educators? How, in different national contexts, are the changing cultural, social, political and material conditions for praxis and praxis development affecting the educational practices of teachers and teacher educators? What research approaches facilitate praxis and praxis development in different international contexts? The symposium will include and introduction plus five papers presenting brief syntheses of findings from across the PEP research program about each of these questions. Because it addresses all five of the PEP network research questions, the symposium covers several themes of interest to Network 1 including: ways in which teachers and other professionals on the field of education learn and develop throughout their professional career; organisational, historical, situational, and policy contexts in which their professional learning occurs; knowledge that shapes their professional identity or contributes to their understanding and betterment; conditions and practices that improve and encourage professional development. References Rönnerman, K., Edwards-Groves, C., & Grootenboer, P. (2018). Att leda från mitten – Lärare som driver professionell utveckling. [Leading from the middle: Teachers driving professional development]. Stockholm: Lärarförlaget. Grootenboer, P. (2018). The practices of school middle leadership: Leading professional learning: Leading professional learning. Singapore: Springer. Almqvist, J., Hamza, K. & Olin, A. (2017). Undersöka och utveckla undervisning. Professionell utveckling för lärare [Explore and develop teaching. Professional development for teachers]. Lund: Studentlitteratur. Mahon, K., Francisco, S. & Kemmis, S. (Eds.) (2017) Exploring Education and Professional Practices. Singapore: Springer. Grootenboer, P., Edwards-Groves, C. & Choy. S. (Eds) (2017). Practice Theory Perspectives on Pedagogy and Education: Praxis diversity and contestation. Singapore: Springer. Wilkinson, J., Bristol, L., & Ponte, P. (Eds.) (2016). Professional development: Education for all as praxis. Routledge. Kemmis, S., Wilkinson, J., Edwards-Groves, C., Hardy, I., Grootenboer, P. (2014) Changing Practices, Changing Education. Singapore: Springer. Kemmis, S. & Smith, T.J. (Eds.) (2008). Enabling Praxis: Challenges for education. Rotterdam: Sense. Ax, J. & Ponte, P. (Eds.). (2008). Critiquing praxis: The teaching profession in contemporary educational praxis. Rotterdam: Sense. Rönnerman, K., Furu, E.M. & Salo, P. (Eds.). (2008). Nurturing praxis: Action research in partnerships between school and university in a Nordic light. Rotterdam: Sense.
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| 9. |
- Klang, Linda, et al.
(författare)
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Samtal som rektors redskap för lärande
- 2019
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Ingår i: 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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Bokkapitel (övrigt vetenskapligt/konstnärligt)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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| 10. |
- Langelotz, Lill, 1968-, et al.
(författare)
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Changing Educational Practices in the Light of the Theory of Pracitce ARchitectures
- 2019
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Ingår i: NERA 2019 Education in a Globalized World 6-8 March 2019.
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Konferensbidrag (refereegranskat)abstract
- This symposium is exploring how research and theoretical recourses reveal structures that constrain, enable or force changes in educational practices. In an uncertain time, when for example democratic values are at stake in Europe, schools democratic fulfilling, and the professionals’ possibilities to explore and change their practices are fundamental. In a number of different empirical studies, across different educational settings, from preschool to higher education in Sweden, we address two fundamental questions: What is happening in this educational practice? How can we understand it? The theory of practice architectures (Kemmis & Grootenboer, 2008; Kemmis et.al, 2014) was applied to explore the educational practices and the conditions that enabled and constrained them in their sites. Practice is here understood open and changeable and are activities hanging together in time and space (Schatzki, 2002). According to the theory, practices are shaped and hold in place by three kinds of overlapping arrangements: Cultural-discursive arrangements such as how discourses and languages affect what is possible to sayin and about practice (e.g., deficit discourses, critical discourses, discipline-specific discourses, languages). Material-economic arrangements, how material, technological, financial, organisational, and other resources affect what it is possible to doin practice (e.g., buildings, schedules, workload calculators, funding). Social-political arrangements are arrangements that affect the ways in which it is possible for people to relateto others (and things and places) in practice (e.g., organisational rules, mandates, solidarities, hierarchies). In this symposium, we would like to first: present the theory and discuss it as a methodological, theoretical and analytical resource for professionals in educational settings (Nicolini, 2012), and second: discuss some of the results from the empirical cases, which highlight how practices in different ways can be understood from the lens of the theory of practice architectures e.g. how practices are hold in place from cultural-discursive, material-economic and social-political arrangements. How these arrangements enable and constrain practices at the site. And finally, the studies will show how the theory gives an understanding on how to be able to change practices, often in dialogue with teachers/leaders. References 890 Nicolini, D. (2012). Practice Theory, Work and Organization. United Kingdom: Oxford University Press. Kemmis, S., & Grootenboer, P. (2008). Situating praxis in practice: Practice architectures and the cultural, social and material conditions for practice. In S. Kemmis & T. J. Smith (Eds.), Enabling praxis: Challenges for education (pp. 37–62). Rotterdam: Sense Publishers. Kemmis, S., Wilkinson, J., Edwards-Groves, C., Hardy, I., Grootenboer, P. & Bristol, L. (2014). Changing Practices, Changing Education. Springer Verlag, Singapore. Schatzki, T.R. (2002). The site of the social: a philosophical account of the constitution of social life and change.University Park: Pennsylvania State University Press.
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