| 1. |
- Ahlstrand, Elisabeth, 1947-
(författare)
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Passionate Enquiry and School Development
- 1997
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Ingår i: Teachers and Teaching. - 1354-0602 .- 1470-1278. ; 3:2
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Tidskriftsartikel (övrigt vetenskapligt/konstnärligt)
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| 2. |
- Aili, Carola, 1963-, et al.
(författare)
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Qualifying teacher work : everyday work as basis for the autonomy of the teaching profession
- 2007
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Ingår i: Teachers and Teaching. - 1354-0602 .- 1470-1278. ; 13:3, s. 287-306
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Tidskriftsartikel (refereegranskat)abstract
- Teachers' work in tuition-free (non-classroom) time was investigated to see to what degree teachers do work that could be considered as qualifying for the status of professional autonomy. The question arises in Sweden and elsewhere as both teachers and the state actively, and in tandem, strive to professionalise the work of the teacher. Abbott's work on the division of expert labour is taken as a point of departure. Based on data collected by an organisation sampling method, the article describes what teachers do in their tuition-free time. The study data consist of 1166 reports from 59 Swedish teachers' daily work situations in school years 1-12. Qualifying teacher work is related to teachers' ways of handling divergent cases, discretionary work and problem solving. Situations where teachers can use specific professional knowledge are described. One of the main findings is that in 22.2% of the situations studied, such professional knowledge can be applied. This corresponds to at least 7.5 hours of the Swedish teachers' weekly working hours; with the reservation that 10 hours of teachers' weekly 45 hours working time is not examined. This time corresponds roughly with the non-regulated working time, that is, time when the teachers do not have to be at school.
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| 3. |
- Aili, Carola, et al.
(författare)
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Qualifying teacher work : everyday work as basis for the autonomy of the teaching profession
- 2007
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Ingår i: Teachers and Teaching. - : Informa UK Limited. - 1354-0602 .- 1470-1278. ; 13:3, s. 287-306
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Tidskriftsartikel (refereegranskat)abstract
- Teachers' work in tuition-free (non-classroom) time was investigated to see to what degree teachers do work that could be considered as qualifying for the status of professional autonomy. The question arises in Sweden and elsewhere as both teachers and the state actively, and in tandem, strive to professionalise the work of the teacher. Abbott's work on the division of expert labour is taken as a point of departure. Based on data collected by an organisation sampling method, the article describes what teachers do in their tuition-free time. The study data consist of 1166 reports from 59 Swedish teachers' daily work situations in school years 1-12. Qualifying teacher work is related to teachers' ways of handling divergent cases, discretionary work and problem solving. Situations where teachers can use specific professional knowledge are described. One of the main findings is that in 22.2% of the situations studied, such professional knowledge can be applied. This corresponds to at least 7.5 hours of the Swedish teachers' weekly working hours; with the reservation that 10 hours of teachers' weekly 45 hours working time is not examined. This time corresponds roughly with the non-regulated working time, that is, time when the teachers do not have to be at school.
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| 4. |
- Alvunger, Daniel, 1976-, et al.
(författare)
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Research-based teacher education? Exploring the meaning potentials of Swedish teacher education
- 2018
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Ingår i: Teachers and Teaching. - : Routledge. - 1354-0602 .- 1470-1278. ; 24:4, s. 332-349
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Tidskriftsartikel (refereegranskat)abstract
- In this article, we explore the meaning potentials of teacher education in terms of the significance of a research-based approach and the different pedagogic identities that such an approach implies. The study’s aim is to examine the important factors for education to be considered research-based and to identify and analyse the research base of teacher education in Sweden. The results from the analysis of a large number of course documents and from a survey administered to teachers and students in four teacher education programmes indicate that the emerging potential meaning is that teacher education is generally a strongly framed professional education with a relatively weak and adapted research base. The analysis of the classification and framing of disciplinary content and pedagogy in the Swedish teacher education curriculum points at different pedagogic identities emerging from the different meaning potentials that are made available to the students. We argue that a thorough understanding of research-based teacher education needs to be grounded in both course content and its research base as well as other possible pedagogical aspects of research-based education; the education as a whole must be included in the concept of research-based education.
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| 5. |
- Arneback, Emma, 1974-
(författare)
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Becoming an anti-racist teacher : countering racism in education
- 2022
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Ingår i: Teachers and Teaching. - : Routledge. - 1354-0602 .- 1470-1278. ; 28:3, s. 357-368
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Tidskriftsartikel (refereegranskat)abstract
- This article focuses on the who of anti-racism education by examining who the teachers are that are doing anti-racist work and what experiences influenced them to counter racism in their education practices. Taking a pragmatic approach, I use data on racism and anti-racism in schools from interviews with 27 upper secondary school teachers in Sweden to capture notions of becoming. To that end, I present five types of experiences: 1) personal experiences of racism, 2) personal experiences of other forms of oppression, 3) political socialisation, 4) encounters with anti-racism in education, and 5) experiences of racism in the professional teaching context. This plurality of experiences offers different paths to becoming an anti-racist teacher and emphasises the need to situate questions of anti-racist education in the day-to-day struggle of teachers' lives.
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| 6. |
- Björk, Lisa, 1981, et al.
(författare)
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Beginning teachers’ work satisfaction, self-efficacy and willingness to stay in the profession: a question of job demands-resources balance?
- 2019
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Ingår i: Teachers and Teaching: Theory and Practice. - : Informa UK Limited. - 1354-0602 .- 1470-1278. ; 25:8, s. 955-971
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Tidskriftsartikel (refereegranskat)abstract
- As many other countries around the world, Sweden is currently facing an urgent need for new teachers. Creating sound work environments that can retain beginning teachers in the profession—as well as attract new ones—is one way to address the problem. In order to accomplish this task, research must be able to reflect the complex nature of work environments. In the present study, a cluster analysis of four job demands and five job resources among 328 Swedish teachers in their first year of teaching, resulted in four typical work situations: the advantageous situation (n =103); the balanced situation (n =148); the threat situation (n =34); and the pressed situation (n =43). Clear differences were found in how teachers in these different clusters perceived their work satisfaction, self-efficacy and willingness to stay, with the teachers in the former two work situations scoring significantly higher than the latter two. The results indicate that teachers can have a very different experience of work at the start of their careers. These findings imply that work environment interventions and induction programmes to support new teachers and prevent them from leaving the profession must be well adapted to the context.
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| 7. |
- Blennow, Katarina, et al.
(författare)
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Parallel lines – tensions in teachers’ enactment of the vision of a newly established school in Sweden
- 2023
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Ingår i: Teachers and Teaching - theory and practice. - : Taylor & Francis. - 1354-0602 .- 1470-1278. ; 29:7-8, s. 946-963
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Tidskriftsartikel (refereegranskat)abstract
- This paper aims to share new knowledge about tensions in establishing a new school in a marketised educational landscape, with a special focus on teachers’ experiences of enacting a highly profiled vision. The paper is based on a single case study using observations, surveys, interviews and document studies. To cover the complex enactment process, we have created a multilayered enactment triangle to analyse the enactment process of the school and strategies the teachers use to realise the vision. To be able to hold on to the vision when the first generation of students arrive, the teachers in this study connect the vision to a more abstract ‘future school’. Meanwhile, in the daily practice in the ‘present school’, they perceive difficulties in working in line with the vision. The relations between teachers and vision and the relations between teachers and students, respectively, become parallel lines. It seems then, that for visionary work to function from the start in a newly established school, all the relations in the enactment triangle, i.e. between the vision and the teachers, the vision and the students, and the teachers and the students, need to be there.
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| 8. |
- Colnerud, Gunnel
(författare)
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Moral stress in teaching practice
- 2015
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Ingår i: Teachers and Teaching. - : Taylor andamp; Francis (Routledge): SSH Titles. - 1354-0602 .- 1470-1278. ; 21:3, s. 346-360
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Tidskriftsartikel (refereegranskat)abstract
- The purpose of this article is to study whether moral stress is a phenomenon relevant to teaching practice and which may make a significant contribution to understanding why teachers repeatedly reported feeling burdened by work. Moral stress can be caused by acting in conflict with ones own conscience, e.g. when one knows the right thing to do but institutional constraints make it difficult to act in a way that is consistent with ones morals. The method used in this study is critical incident technique focusing ethical dilemmas in teaching. The findings add a phenomenon to previous research of moral stress in other professions; moral stress can be caused not only by external regulations, but also by internal moral imperatives in conflict with one another.
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| 9. |
- Colnerud, Gunnel, 1947-
(författare)
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Teacher ethics as a research problem : synthesis achieved and new issues
- 2006
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Ingår i: Teachers and Teaching. - : Informa UK Limited. - 1354-0602 .- 1470-1278. ; 12:3, s. 365-385
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Tidskriftsartikel (refereegranskat)abstract
- Research on teacher ethics and the moral dimensions of teaching has contributed to extensive and valuable knowledge, which has sometimes led to constructive syntheses of positions. Four research problems which have been elucidated are discussed in this article: the relationship between care and justice, the conflict between the ethics of virtue and the ethics of rules, the relationship between moral education and professional ethics and what is morally significant in the teaching profession. Furthermore, an invitation to renew the discussion and formulate the next generation of research problems is made. Two issues are proposed. First, to answer the question why is it so difficult to be a morally good teacher and, second, teachers' moral responsibility for the content taught.
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| 10. |
- Edling, Silvia, 1974-, et al.
(författare)
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Doing Good? : Interpreting teachers’ given and felt responsibilities for pupils’ well-being in an age of measurement
- 2013
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Ingår i: Teachers and Teaching. - : Informa UK Limited. - 1354-0602 .- 1470-1278. ; 19:4, s. 419-432
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Tidskriftsartikel (refereegranskat)abstract
- The purpose of this paper is to theoretically discuss a specific aspect of teachers’ responsibilities: their responsibility for pupils’ or children’s well-being. We ask two interrelated questions: firstly, how might (Swedish) teachers’ sense of responsibilities for their pupils’ well-being be understood in relation to ethical theory? Secondly, what does this insight bring to the discussion of teachers’ professional responsibility within the global discourse of educational policy that increasingly stresses accountability and efficiency in an “age of measurement?´ Education can be described as an intervention in a pupil’s life, motivated by the idea that it will somehow improve it. When one implements this intervention, from a legal/political perspective it boils down to a series of responsibilities assigned to teachers, as expressed in current policy documents. However, an exploration of empirical examples in a Swedish context of teachers’ sense of responsibility for their pupils’ or children’s well-being, expressed in everyday situations, indicates that the matter is complex. In order to find tools with which to better understand such expressions, we turn to the field of SNIP ethics. A thorough inquiry into the various reasoning regarding responsibility reveals that responsibility as socially defined and given is not sufficient to capture the intimacy and relational uncertainties of the teachers’ stories, which is why we turn to the writings of Emmanuel Lévinas and his ethics of responsibility. His ethical language helps to capture relational processes that cannot be predefined and that are based on an infinite sense of responsibility for the other person. We continue by discussing and problematising the increasing importance of measurability and accountability in the field of teachers’ professionalism. Here we illuminate the risks involved with the movement towards the fixed and calculable, since they overlook the intricate ways in which teachers’ given and felt responsibilities are woven together.
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| 11. |
- Erlandson, Peter, 1963, et al.
(författare)
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From trust to control – the Swedish first teacher reform
- 2018
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Ingår i: Teachers and Teaching: theory and practice. - : Informa UK Limited. - 1354-0602 .- 1470-1278. ; 24:1, s. 22-36
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Tidskriftsartikel (refereegranskat)abstract
- In this study, the implementation of the Swedish first teacher reform, where especially skilled teachers get an opportunity to advance in their careers, is examined. The scene is an upper secondary school, Baxter High, in the southwest of Sweden. In this particular school, a new system with first teachers replaces an old system of so-called head teachers. The teachers’ response to this is multilayered: at the same time as it reveals an unwillingness to change everyday work rhythms, it is also a response to cultural change, and to change in the discourse of political life in Baxter High. The implementation of the first teacher reform results not only in a change in administrative categories, but also in a change in ideology, intertwined with and embedded in the cultural and social life of the school. In this article, the authors connect the first teacher reform to the neoliberal transformation process that the Swedish educational system has undergone over the last three decades.
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| 12. |
- Fransson, Göran, 1968-, et al.
(författare)
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Dilemmatic Spaces in Educational Contexts : Towards a conceptual framework for dilemmas in teachers work
- 2013
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Ingår i: Teachers and Teaching. - : Informa UK Limited. - 1354-0602 .- 1470-1278. ; 19:1, s. 4-17
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Tidskriftsartikel (refereegranskat)abstract
- In this article, the concept of introducing and analytically using the concept of dilemmatic space in an educational context offers a potential to elucidate and deepen the understanding of the complexity of teachers’ everyday practise in work. Traditional ways of looking upon dilemmas is that they are related to specific situations where people react to conflicting values, obligations or commitments, ending up in situations where there often is no right way to act. However, the idea of a dilemmatic space, introduced by Honig (1996), offers a more complex understanding of dilemmas and their positioning and relations. Instead of being considered as specific events or situations, dilemmas are regarded as ever-present in peoples’ living space, as in a dilemmatic space. As seen as a relational category wherein one object is related to another(s), the spatial dimensions of dilemmatic space highlight the dynamics of dilemmas and dilemmatic spaces. These dynamics are important to recognize, for instance in relations to changeable boundaries of the space or issues dealt with that conjure up the dilemmas both on an individual and social level. These changing conditions of values, decision, responsibility and authority change the rules for relations, negotiations, and positioning, and thus the boundaries for the dilemmatic space and the dilemmas. In this article, the theoretical base for the idea of dilemmatic space is elaborated and connected to conditions for teachers’ work. Some conclusions are that new concepts force us to challenge pre-conceptions and involve us in new kinds of sense making processes. As such, the idea of dilemmatic space offers a broad theoretical framework to conceptualise dilemmas as well as the complexity of the educational contexts.
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| 13. |
- Fransson, Göran, 1968-, et al.
(författare)
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Highly committed teachers: what makes them tick? : A study of sustained commitment
- 2016
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Ingår i: Teachers and Teaching. - : Informa UK Limited. - 1354-0602 .- 1470-1278. ; 22:8, s. 896-912
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Tidskriftsartikel (refereegranskat)abstract
- This article focuses on teacher commitment, and particularly on teachers displaying sustained high levels of commitment throughout their teaching careers (over 15 years). Graduates from one Teacher Education programme responded to an open-ended questionnaire conducted on 10 occasions concerning their work as teachers, from graduation in 1993 to 2013. Out of the 72 who responded on all nine occasions, eight teachers stating high levels of commitment throughout their careers were selected for additional interviews. A framework containing four commitment factors was used as the point of departure. Content analyses of the interview and selected questionnaire data then resulted in a revised framework of five factors: personal, teaching, school context, system context and professional development. Accounts from eight teachers with sustained high commitment illustrate the framework. The article offers an extended framework for understanding and categorising the factors that contribute to teacher commitment.
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| 14. |
- Godhe, Anna-Lena, et al.
(författare)
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Interacting with a screen - the deprivation of the 'teacher body' during the COVID-19 Pandemic
- 2022
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Ingår i: Teachers and Teaching. - : Routledge. - 1354-0602 .- 1470-1278.
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Tidskriftsartikel (refereegranskat)abstract
- Due to the outbreak of the Covid-19 pandemic in 2020, teacher educators had to change the delivery mode of their teaching to online environments. In this article, we explore the changes and challenges to teacher educators' professional practices during emergency remote teaching. Since teacher educators act as both teachers, peers and role models to their students, their professional practices involve the teaching of how to be a professional body, i.e. a 'teacher body'. Central to professional practices are interactions consisting of both speech and bodily actions. In interviews, teacher educators express how their professional practices of teaching has been changed and challenged in relation to how they communicate with their students and how they can support them in their learning. Due to the restrictions in body language and gaze in emergency remote teaching, teacher educators do not recognise their professional body. Moreover, because of the destabilisation of their 'teacher body', the teacher educators find it difficult to sufficiently convey to their students what it is to be a teacher.
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| 15. |
- Hammar Chiriac, Eva, 1961-, et al.
(författare)
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Teachers’ leadership and students’ experience of group work.
- 2012
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Ingår i: Teachers and Teaching. - : Taylor & Francis. - 1354-0602 .- 1470-1278. ; 18:3, s. 345-363
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Tidskriftsartikel (refereegranskat)abstract
- Group work is used as a means of learning at all levels of most educational systems. However, teachers often use group work without considering its “pros and cons.” Such a mode of non-reflected application may sometimes end up in positive experiences and learning, but the likelihood is that the outcome will be the opposite. The aim of this qualitative study is to address students’ experiences of collaborative group work, that is, when working as a group. What features do students emphasise in their experiences and descriptions of constructive and destructive group work? A prime aim is to give the students a voice in the matter. Data was collected by means of six focus groups with students aged 13-16, and a qualitative content analysis was performed. The originality of this research is three-folded. First, it discloses what students consider as important requisites for a successful group work. Their inside knowledge about classroom activities end up in a list (a taxonomy) of crucial conditions for high-quality group work. Second, the conditions mentioned by the students have all been confirmed by recent scientific research. Thus, thirdly, the present study may provide teachers with evidence-based knowledge about successful group work.
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| 16. |
- Holmberg, Kristina, et al.
(författare)
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Perversity of enjoyment? Preschool music activities go neoliberal
- 2017
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Ingår i: Teachers and Teaching. - Abingdon, Oxon : Routledge. - 1354-0602 .- 1470-1278. ; 23:5, s. 583-595
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Tidskriftsartikel (refereegranskat)abstract
- There is a lack of empirical studies that examine the influence of neoliberal ideas in preschool music and teaching. Neoliberal ideas have primarily been studied in a broader educational perspective and related to preschool policy reforms. The aim of this paper is to study preschool teachers’ rhetoric concerning music contents and music activities related to neoliberal ideas. Data consist of group conversations with preschool teachers and of video observations of daily music activities, at one preschool in Sweden. Discursive psychology has been used as a micro-sociological methodological approach. The findings show that music in this preschool is characterized by popular music, and varied consequences for knowledge content and early childhood learning are highlighted and analyzed. Also, it is argued that neoliberal ideas, in varied ways, determine the establishment of music content. For many reasons, rhetoric concerning the choice of musical content is of great importance to the field of preschool education. For example, it is essential to music education research and to preschool teachers’ everyday work, as it can improve teaching and learning qualities and become a knowledge contribution in society at large. © 2016 informa UK Limited, trading as Taylor & Francis group
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| 17. |
- Håkansson, Jan, 1959-
(författare)
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Structured teaching and classroom management - the solution for the decline of Swedish school results? : Conclusions drawn from a comparative meta-synthesis of teaching and learning.
- 2015
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Ingår i: Teachers and Teaching. - : Informa UK Limited. - 1354-0602 .- 1470-1278. ; 21:5, s. 584-602
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Tidskriftsartikel (refereegranskat)abstract
- With a basis in conclusions from a comparative meta-synthesis of teaching and learning, the question of structured and teacher-led teaching in Swedish comprehensive schools is discussed and analysed. The aim is to illustrate the development of results and changes in teaching patterns in Swedish comprehensive schools in relation to new regulations in the curriculum concerning structured teaching. The result shows that in current research there is some support for structured teaching but, at the same time, a gradual and parallel development of the pupil’s personal discovery and learning is emphasised. Regardless of the grade of structure, the quality of interaction and communication in teaching seems to be conclusive. One superior teaching dimension consists of structure and interaction.
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| 18. |
- Irisdotter Aldenmyr, Sara, 1976-
(författare)
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Handling challenge and becoming a teacher : An anlysis of teachers' narration about Life Competence Education
- 2013
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Ingår i: Teachers and Teaching. - : Informa UK Limited. - 1354-0602 .- 1470-1278. ; 19:3, s. 344-357
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Tidskriftsartikel (refereegranskat)abstract
- This article takes an interest in how teachers handle new challenges. The challenge in focus is a nonmandatory yet widespread subject in Swedish education called Livskunskap, Life Competence Education (LCE). The purposes of the present study are to identify and discuss notions of being a teacher actualized in teachers' narratives about the challenge of LCE, and to discuss how narration may help teachers to handle and reflect upon professional challenges. Seven teachers were interviewed about their experiences from teaching LCE. The analysis showed how acts of defending, exploring, presenting, or resisting LCE were performed in the teachers' narratives. LCE seems to actualize a narrative tension between two dominant aspects of teacher identity. On the one hand, there is an image of a socially committed teacher who cares about the emotional well-being of and relations to his/her students. On the other hand, there is an image of a knowledge-oriented teacher who connects with the students mainly by focusing on subject matters. Drawing upon the theoretical work, mainly by Michalinos Zembylas, I found that the teachers had opportunities to use narration as an arena for personal agency, but these opportunities were not necessarily taken in the present narratives.
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| 19. |
- Jonasson, Charlotte, et al.
(författare)
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Teachers’ dilemmatic decision-making: reconciling coexisting policies of increased student retention and performance
- 2015
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Ingår i: Teachers and Teaching: theory and practice. - : Informa UK Limited. - 1354-0602 .- 1470-1278. ; 21:7, s. 831-842
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Tidskriftsartikel (refereegranskat)abstract
- In recent years, many countries within the Organisation for Economic Co-operation and Development have formulated educational policies aimed at providing better education to more students. However, this may be perceived as constituting dilemmatic spaces, where teachers must make efforts to reconcile coexisting political demands in their everyday work. The purpose of this article is to provide insight into how teachers handle coexisting educational policies of increased student retention and performance. Empirical findings from a one-year field study at a Danish vocational school explore how teachers’ decision-making as response to coexisting demands of increased student retention and performance involves the development of various pedagogical approaches to the students: an active caring approach, a passive wait until this class is over approach, an active vocational gate-keeping approach, and a passive wait and see whether they drop out approach. Based on the findings, it is argued that the various pedagogical approaches are developed through social negotiations with leaders, students, and other teachers. Moreover, these pedagogical approaches lead to the development of further negotiated, dilemmatic decisions to be made. Thus, a dynamic approach to teachers’ dilemmatic decision-making is proposed.
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| 20. |
- Kullberg, Angelika, 1969, et al.
(författare)
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Teaching one thing at a time or several things together? : Teachers changing their way of handling the object of learning by being engaged in a theory-based professional learning community in mathematics and science
- 2016
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Ingår i: Teachers and Teaching. - Abingdon : Routledge. - 1354-0602 .- 1470-1278. ; 22:6
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Tidskriftsartikel (refereegranskat)abstract
- Twelve lower secondary schoolteachers in mathematics and science were asked to teach a topic of their choice during a lesson that was video-recorded. We were able to analyse 10 of the cases and we found that all of them were similar in one respect: concepts and principles were introduced one at a time, each one followed by examples of the concept or principle in question, apparently to highlight its essential meaning. All the teachers participated in three modified lesson studies with three cycles in four different groups during three semesters. The modified lesson studies were built on a theoretical idea supported by a large number of recent studies. The theory states that new meanings (of concepts and principles, for instance) are learned through engaging with instances of contrasting concepts and principles. The core idea is that new meanings derive from differences, not from sameness. After the three modified lesson studies, the teachers were asked to once again teach the same topic as in the recorded lessons before the lesson studies. The new lessons were also recorded and the analysis showed that there was one thing in common in all cases: all of the 10 teachers dealt with the relevant concepts and principles in relation to each other (i.e. simultaneously) and not one at a time. By thus bringing out the differences between them, their meaning was made possible to grasp for the students. The study lends support to the conjecture that the modified lesson study is a powerful tool for enabling teachers to structure the content of their teaching in accordance with a principle that is more powerful in making learning possible, even if this contradicts their taken-for-granted practice.
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| 21. |
- Lindqvist, Henrik, 1978-, et al.
(författare)
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Change advocacy as coping strategy : how beginning teachers cope with emotionally challenging situations
- 2021
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Ingår i: Teachers and Teaching. - : Informa UK Limited. - 1354-0602 .- 1470-1278. ; 27:6, s. 474-487
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Tidskriftsartikel (refereegranskat)abstract
- Beginning to teach after teacher education is commonly depicted as an emotionally challenging period. Beginning teachers deploy strategies to cope with the emotionally challenging transition from teacher education and starting a position as a teacher. One way of coping is trying change the origin of the challenges. The aim of the study was to investigate how teachers in their last year as student teachers and their first year as teachers make meaning of a change advocacy strategy to cope with challenging situations as teachers. A qualitative interview study was performed. Twenty-five participants were interviewed while studying in their last year of teacher education, and 20 were interviewed again after having worked as a teacher for a year. In between, 68 self-reports were collected. The material was analysed using constructivist grounded theory tools. The findings show that as student teachers the participants identified two prerequisites to be able to use the change advocacy strategy as beginning teachers: (1) establishing teacher ambiguity and (2) challenging the perceived negative mindset. When utilising a change advocacy strategy as beginning teachers, the participants tried to reform teaching practices and attain a position of competence.
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| 22. |
- Nilsson, Pernilla, 1969-
(författare)
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What do we know and where do we go? : Formative assessment in developing student teachers’ professional learning of teaching science
- 2013
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Ingår i: Teachers and Teaching. - Abingdon : Routledge. - 1354-0602 .- 1470-1278. ; 19:2, s. 188-201
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Tidskriftsartikel (refereegranskat)abstract
- In the context of teacher education, it could well be suggested that assessment activities that build on formative interactions between student teachers and teacher educators might offer new windows into better understanding teaching and learning. This paper presents findings from a study into a primary science teacher education initiative that seeks to build the foundations on which 24 primary science student teachers, through the use of formative assessment of their science teaching and learning, can begin developing their pedagogical content knowledge (PCK). In the project, formative assessment consists of activities used by teacher educators to stimulate interactions, self-and peer-assessment in order to provide insights into how student teachers develop their PCK during a semester. Content Representations (CoRes), were used as a tool to unpack the student teachers approach to teaching a science topic and the reasons for that approach. The results indicate that the use of CoRes, together with subsequent self-assessment and formative interactions with teacher educators and peers, do have the potential for PCK development for student teachers. The results further highlight the need for developing reliable and valid tools for capturing and assessing student teachers PCK in pre-service teacher education. © 2013 Taylor & Francis Group, LLC.
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| 23. |
- Nyroos, Mikaela, 1973-
(författare)
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Where does time go? : teaching and time use from the perspective of teachers
- 2008
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Ingår i: Teachers and Teaching. - : Routledge Taylor & Francis. - 1354-0602 .- 1470-1278. ; 14:1, s. 17-33
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Tidskriftsartikel (refereegranskat)abstract
- During the last three decades Swedish education has undergone radical decentralisation involving increased school autonomy. One aspect of this change is the gradual weakening of the state regulation of teaching time. Thus, Sweden is somewhat of an extreme in the EU. This is accentuated by a five-year experiment, where 900 compulsory schools were allowed more freedom in the allocation of school hours. Thirty teachers from three compulsory schools participating in the experiment were interviewed and team meetings observed during a two-year period. The article explores and analyses changes in time-distribution, classification and framing of the curricula and teachers' work in the three teams and their classes, and analyses teachers' experiences of the changes. A major trend towards weakened classification and framing was found. A majority of the teachers were positive to more flexible time use, teamwork and cross-disciplinary studies. However, despite the experiment a majority still felt inhibited by the national time schedule and too little time for development work. Variations between the three cases are discussed in terms of different team cultures. The school characterised by development-oriented culture had changed their work and teaching most.
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| 24. |
- Rönnlund, Maria, 1962-, et al.
(författare)
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Teaching in a non-traditional classroom: experiences from a teacher-initiated design project
- 2021
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Ingår i: Teachers and Teaching. - : Taylor & Francis. - 1354-0602 .- 1470-1278. ; 27:7, s. 587-601
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Tidskriftsartikel (refereegranskat)abstract
- This participatory design-based research study addresses the relational character of the physical learning environment and pedagogical practice in the context of a design project carried out at a Swedish upper secondary school. Three teachers initiated the project with the intent to introduce student centred pedagogy and increase active learning. In collaboration with the research team, they designed and furnished a classroom supportive for communication and intense interaction between students, and where students and teachers could work and construct knowledge together. Drawing on observations, video recordings and design conversations with the teachers, the analysis, which is inspired by Actor Network Theory, concentrates on the six month period when the teachers started to teach in the new classroom with focus on their experiences, asking what they experienced as advantageous and challenging. Considering the new learning environment as a network of socio-material relations consisting of a) physical and spatial agents, b) organisational structural agents, and c) teacher/teaching agents, we conclude that whereas some actors corresponded well and contributed to a well-coordinated classroom practice facilitating the project’s intentions, some actors contradicted each other and challenged the same intentions.
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| 25. |
- Wahlström, Ninni, 1953-
(författare)
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Curriculum policy, teaching, and knowledge orientations
- 2023
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Ingår i: Teachers and Teaching. - : Taylor & Francis. - 1354-0602 .- 1470-1278. ; 29:3, s. 259-275
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Tidskriftsartikel (refereegranskat)abstract
- The purpose of this study is to explore the implications ofa standards-based curriculum for what constitutes knowledge indifferent teaching contexts. The research question is as follows:How is the logic of uniformity within curriculum standards recontextualisedinto actual teaching in different school environments,here focusing on the concepts of the knowledge underpinning theteaching? Many national school systems have adapted to the currentaccountability movement. The accountability movement ischaracterised by seemingly simple and reasonable logic thatdefines objectives to specify what schooling should result in forlearners, evaluates the result and then uses the result to improvethe schooling process. In reality, however, the recontextualisationof the subject curriculum to teaching practice is a complex process.This article draws on interviews with two teachers focusing on eightrecently completed lessons. The analysis reveals two approaches tocurricula—integrated and performance—underpinned by two differentviews of knowledge: transactional realism and social realism.Although the key aim for teaching based on transactional realism is‘coordinating the students’ interest in’ the curriculum and teachingcontent, the key aim for teaching based on social
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| 26. |
- Zimmerman Nilsson, Marie-Helene, 1967-
(författare)
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Inclusion functioning as exclusion : new students entering the Academy of Music in Sweden
- 2015
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Ingår i: Teachers and Teaching. - Abingdon, Oxon : Routledge. - 1354-0602 .- 1470-1278. ; 21:3, s. 277-288
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Tidskriftsartikel (refereegranskat)abstract
- This article presents findings from a pioneer study addressing the first co-action between students with intellectual disabilities and an Academy of Music in Sweden. The aim of the article is to study and discuss subject positions that are constructed in rhythmic lessons related to a gathering where students with intellectual disabilities interact with a group of Master of Education in Music students at an Academy of Music, and also to describe how constructions of identity are manifested in the interaction between the actors. With poststructuralist and social constructionist theories as theoretical framework, video observations were conducted to enable an overarching view of the pedagogic practice. The findings reveal that the gathering between the groups becomes an expression of inclusion functioning as exclusion, since the teacher’s position the students with intellectual disabilities in ways that obstruct equal interaction with the other student group. Finally, implications of the findings are discussed in addition to inclusion as an ideal model in educational settings.
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| 27. |
- Örtegren, Alex, et al.
(författare)
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Pathways to professional digital competence to teach for digital citizenship : social science teacher education in flux
- 2024
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Ingår i: Teachers and Teaching. - : Routledge. - 1354-0602 .- 1470-1278.
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Tidskriftsartikel (refereegranskat)abstract
- Increasingly pervasive digital technologies in societies are placing complex demands on the development of young people’s digital citizenship and digital competence. Social science education and teacher education (TE) play important, but poorly understood, roles in this development. Through reflexive thematic analysis of semi-structured interviews, this paper explores 15 Swedish teacher educators’ (TEDs) views of teaching for digital citizenship, particularly social science TE’s role. We also consider organisational and personal conditions that may influence TEDs’ views of professional digital competence (PDC) for such teaching. Their views are examined through a postdigital lens, with a focus on democratic implications in evolving socio-technical environments. The results indicate that TEDs acknowledge the importance of social science TE in teaching for digital citizenship, but find maintaining responsiveness to societal changes challenging. Challenges are also posed by the multidisciplinary character of social science education, including how personal trajectories shape TEDs’ views of their dual-didactic task of teaching to teach for digital citizenship. This paper contributes knowledge of how TEDs, as ‘street-level bureaucrats’ in social science TE, navigate between written and performed education policy in teaching for digital citizenship, with specific attention to the dynamic character of PDC in social science education.
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