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- Håkansson, Jan, Professor, 1959-, et al.
(författare)
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Utmärkt lärare : Forskningen om lärarskicklighet och vägarna dit
- 2023. - 1
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Bok (populärvet., debatt m.m.)abstract
- Vad utmärker skickliga lärare? Går det verkligen att objektivt bedöma frågan utan att hamna i subjektiva värderingar och preferenser? Hur ser vägarna till lärarskicklighet ut och vad kan forskningen bidra med för svar?Då lärarskicklighet är den enskilt mest betydelsefulla faktorn för att nå goda elevresultat är frågan om vad som kännetecknar en utmärkt lärare central. Utmärkt lärare bygger på författarnas genomgång av de senaste tjugo årens svenska och internationella forskning om såväl yrkesutveckling som lärarkompetens och visar vilka kvaliteter som kännetecknar lärarskicklighet.Genom olika perspektiv och exempel utreds även forskningens svar på vad som bör göras för att tillgodose behovet av lärare och skapa förutsättningar för en ständigt pågående yrkesutveckling. De sammantagna resultaten ger forskningsgrundade målbilder och stakar ut vägen för att få fler att utvecklas till skickliga lärare genom lärarutbildning, kollegialt lärande, kompetensutveckling och professionsprogram. Fem slutsatser ger riktningen för framtiden.Utmärkt lärare ingår i den så kallade Utmärktserien och vänder sig till blivande och verksamma lärare, men också till rektorer, skolchefer, skolutvecklare, politiker, beslutsfattare och andra med intresse för att utveckla skolans kvalitet och måluppfyllelse.Tidigare utgivna böcker i serien är: Utmärkt undervisning (2020), Utmärkt skolutveckling (2016), samt Utmärkt ledarskap i skolan (2018).
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Teachers matter - but how?
- 2018
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Samlingsverk (redaktörskap) (refereegranskat)abstract
- In this special issue, we start from a general policy assumption about teachers and teaching particularly clearly summarised in the 2005 report Teachers Matter: Attracting, Developing and Retaining Effective Teachers by the Organisation for Economic Co-Operation and Development (OECD). The report states that teacher policy is high on national agendas and that teachers are ‘the most significant resource in schools’ for improving efficiency and equity in school.However, we regard the policy field mainly as the background, from which we retain the fundamental claim that ‘teachers matter’. In contrast to policy documents, the intention in this special issue is to explore in what different ways, at what different times and in what different spaces teachers truly matter, without having any answers in advance – that is, outside the area of policy highroads but still against a backdrop of a policy of accountability and standards.Conceptions of school and teaching influence the way teachers think about teaching and how they actually conduct their work in the classroom. With reference to Hansen (2001), teaching has its own integrity. Teaching here is viewed as a moral and intellectual practice developed from within the person, rather than getting one’s norms imposed from outside. Through our subjectivity, we can begin to know ourselves and the world we inhabit, imprinted by culture and history. Genuine learning and growth, for teachers and their students, cannot be hastened; it is a process with its own dimension of time. Teachers’ professional identities, who they are and the meanings teachers attribute to their work and the meanings that are attributed to them by others, are shaped not only by organisational and subject-related aspects but also by their relationships to colleagues, students and parents and a life outside of school (Day & Gu 2010).
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| 4. |
- Åkesson, Erik, 1981-
(författare)
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Resultatansvar för likvärdighet : En läroplansteoretisk studie av systematiskt kvalitetsarbete och rektorers sensemaking
- 2024
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Doktorsavhandling (övrigt vetenskapligt/konstnärligt)abstract
- The aim of this dissertation is to describe and critically analyze ideas about quality management with in different arenas of the Swedish education systemand how these relate to leadership and the enacted curriculum. The study conceptualizes systematic quality work as a governance tool and a national accountability program created with the aim of solving problems concerning lack of equity and lowered national test scores. Two tensions within the policy program are identified. The first is between external results-oriented forms of control and internal professional trust. The second is between national curriculum goals and local organizational goals.The empirical study consists of a cross-case study of the most different designs of four quality systems enacted by the heads of the school organizations and the principals. The main sources of data are interviews with principals and school leaders and documents and policy artifacts. The data are analyzed from a combined perspective of loosely coupled system, discursive institutionalism and sensemaking.The main conclusion of the study is that while systematic quality work represents an attempt by the state to create a more coherent and centralized accountability system, the results point to a decentralized and loosely coupled education system focused on local organizational goals. The contents of the enacted policy solutions show that the ideational content of quality work is highly malleable to localized uses and interpretations, which also raises questions about how equity is to be understood within the policy program.The enacted solutions show great variance concerning how tensions relating to internal and external dimensions of accountability were handled. The reasons for these differences where related to different leadership strategies, varying pressures from the school market and distinct organizational needs. While the enacted accountability systems in all four cases have created results-oriented frameworks for teaching, their impact on the enacted curriculum was clearly mediated in three of the four cases.
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| 5. |
- Adolfsson, Carl-Henrik, et al.
(författare)
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Att forskningsbasera den svenska skolan : Policyinitiativ under 25 år
- 2018
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Ingår i: Pedagogisk forskning i Sverige. - : Swedish Educational Research Association. - 1401-6788 .- 2001-3345. ; 23:1-2, s. 39-63
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Tidskriftsartikel (refereegranskat)abstract
- Även om ”en skola på vetenskaplig grund” idag är ett högaktuellt ämne är det ingalunda något nytt fenomen. I artikeln studeras tendenser i policyinitiativ som de senaste 25 åren haft till syfte att forskningsbasera den svenska skolan. Utgångspunkt tas i de problembilder som framkommer i policy samt vilka modeller för forskningsbasering som samtidigt lyfts fram som lösningen på dessa problem. Resultatet pekar mot att det de senaste 25 år har skett en succesiv förskjutning från indirekta till mer direkta initiativ. Under 1990-talet och det tidiga 2000-talet var många policyinitiativ ordnade utifrån att främst vilja skapa de rätta förutsättningarna för en forskningsbasering av skolan. Under 2000-talet blir initiativen alltmer fokuserade och ambitiös med syfte att åstadkomma direkta förändringar i lärares undervisning. När det kommer till modeller för forskningsbasering blir det samtidigt alltmer tydligt hur policy vänder sig till och söker legitimitet hos delvis nya aktörer och institutioner, som exempelvis hälso-sjukvården. Med detta går det också att urskilja en insnävning vad gäller att definiera och innehållsligt välja ut vilken forskning som bör sprids till skolans aktörer. Konsekvensen med en sådan modell för forskningsbasering menar vi kan bli att läraren främst får inta rollen som passiva mottagare av forskning.
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| 9. |
- Frank, Jeff, et al.
(författare)
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Knowledge, Curriculum and Teaching on Matters That Concern : A Concluding Discussion
- 2022. - 1
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Ingår i: Equity, Teaching Practice and the Curriculum. - Oxon : Routledge. - 9781003218067 - 9781032110202 - 9781032110219 ; , s. 141-155
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Bokkapitel (övrigt vetenskapligt/konstnärligt)abstract
- Theoretically based conversations are not sufficient to closing the elusive performance gap between different education environments, but we believe they are a necessary part, and our hope is that the content of this book can contribute to worthwhile dialogues. A conclusion from this study is that the encounter between the teaching content, the social learning environment and the student is central to a student’s opportunity to develop new knowledge, develop a sense of citizenship and develop individual potential. The teacher’s democratic stance in the authoring of teaching content in the classroom makes a difference for what the student gets the opportunity to co-author and learn. We argue that the much-debated concept of powerful in connection with knowledge might be misleading as a basis for curricula and teaching and suggest a shift from matters of facts to matters of concern, as well as a shift from powerful knowledge to meaningful knowledge, if we really want different groups of students to direct their interest towards the teaching content and become involved in their own education.
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| 10. |
- Gustavsson, Erik
(författare)
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Om skolvalsfrågans rättvisedimensioner : En pedagogisk-filosofisk analys
- 2022
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Doktorsavhandling (övrigt vetenskapligt/konstnärligt)abstract
- This thesis explores how philosophical perspectives of justice can facilitate a critical discussion and a deepened understanding of the school choice issue and how it can be related to fundamental pedagogical ends of education, such as developing children´s autonomy and educating them to become democratic citizens. The methodological approach is based on John Dewey’s view of pragmatism, which argues for an experimental process of inquiry incorporating reflection on alternative lines of action. According to this approach, analyses of Swedish school choice policy are conducted based on three philosophical perspectives of justice: John Rawls’ justice as fairness, Nancy Fraser’s understanding of justice as three-dimensional and participative, and Amartya Sen’s capability approach. These perspectives clarify the relationship and meaning of three value premises that are prominent in the concept of school choice and foundational to liberal democratic societies: individual freedom, pluralism, and equality. Thus, the explorative approach highlights three answers to how the issue of school choice might be viewed from the perspective of justice. These answers are integrated into three criteria that serve as a pragmatistbased understanding of educational matters of justice, suggesting 1) that people should be viewed as active, social, and capable of intelligent change—individual and social—through reflective action; 2) that people should be given equal rights and opportunities to participate in and access influence over how they lead their lives; and 3) that societal organization (as well as the education system) should promote both people’s individual and common potential to act, which presupposes the striving toward full, free communication within and between social groups. Although the analyses of current Swedish school choice policy reveal increased criticism toward the contemporary system of school choice, the expressed policy strategies for dealing with injustice mainly aim to adjust the terms of choice within the realm of a market-based education, not critically examine the market structure, itself. The thesis argues for a renewed conversation about school choice, mirroring the pragmatic approach to inquiry while targeting the inherent democratic, communicative potential of schooling.
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