| 1. |
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| 2. |
- Angervall, Petra, 1970, et al.
(författare)
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Challenges in making an academic career in education sciences
- 2018
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Ingår i: British Journal of Sociology of Education. - : Informa UK Limited. - 0142-5692 .- 1465-3346. ; 39:4, s. 451-465
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Tidskriftsartikel (refereegranskat)abstract
- The competitive university has brought about changes in structural conditions and created contradictions which are embedded in institutions. The present study is based on interviews with 42 early career researchers in the field of education sciences in Sweden. We analyse how members of this group handle career possibilities and limitations in relation to gender and to the structural ambivalence embedded in the higher education system. Our results illustrate that the structure of education sciences contains power relations and processes of differentiation, which give researchers different access to resources that can be used to handle structural ambivalence. This is illustrated in how, for example, women researchers, more than men, lack resources to solve the experienced tensions surrounding them, and therefore often work in areas where they are able to cope. Men researchers can often solve their career ambivalence by avoiding traps and gaining recognition, and are therefore able to advance.
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| 3. |
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Doktorander som kreativa brobyggare. Centrum för utbildningsvetenskap och lärarforskning. Tema: Läraryrkets Praktik.
- 2013
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Samlingsverk (redaktörskap) (övrigt vetenskapligt/konstnärligt)abstract
- Denna skrift är en presentation av ett projekt i form av en workshop som genomförts inom temat Läraryrkets praktik vid CULs forskarskola vid Göteborgs Universitet. Deltagare i projektet har varit två temaledare och tolv doktorander. Projektet har syftat till att utveckla, och än mer komplettera, utbildning på forskarnivå till att inte bara svara på de innehållsliga och inomdisciplinära krav man har att tillgodogöra sig såsom forskarstuderande, utan till att också ge doktorander möjligheter att systematiskt tillägna sig kunskaper som rör kommunikation, arbete i grupp tillsammans med andra forskare, samt delta i nätverk – också över nationsgränser. Det vill säga, färdigheter som den moderna forskarrollen kräver. Men projektet har också syftat till att ge doktorander möjligheter att fördjupa sina kunskaper om en vald forskares arbete inom området lärarprofessionen ur ett nordiskt perspektiv. Skriften inleds och avslutas med ett ramverk där temaledarna, Karin Rönneman och Peter Erlandson, presenterar utgångspunkterna för, och arbetet med, workshopen. Men framför allt behandlar skriften doktorandernas reflektioner över läraryrket, kopplat till de doktorsavhandlingar de läst, analyserat och diskuterat med avhandlingarnas inbjudna författare. De frågor som behandlas är på många sätt centrala både för forskningsfältet pedagogiskt arbete och för lärarrollen och dess villkor i samtiden. Frågor som behandlas är till exempel: lärarprofessionen och kommunaliseringen av skolorna, ansvar i profession och praktik, lärare och praktikgemenskapens möjligheter, systemteoretiska perspektiv på undervisning och didaktik, lärarprofessionen i olika nordiska kontexter, samt dialogens möjligheter för att utveckla och bedöma lärarkompetens. Vi hoppas att denna skrift skall ge inspiration till dem som är intresserade av utbildning på forskarnivå och av att utveckla denna, för forskare och doktorander intresserade av pedagogiskt arbete, liksom för aktiva lärare som söker nya perspektiv på sin yrkesroll.
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| 4. |
- Erikson, Martin G., et al.
(författare)
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A taxonomy of motives to cite
- 2014
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Ingår i: Social Studies of Science. - : SAGE Publications. - 0306-3127 .- 1460-3659. ; 44:4, s. 625-637
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Tidskriftsartikel (refereegranskat)abstract
- In this study, we explicate citing behavior in the writing of scientific papers by presenting a taxonomy of motives to cite. The suggested taxonomy consists of four main categories, which are purely descriptive: Argumentation, Social Alignment, Mercantile Alignment, and Data. These categories are divided into a suggested set of subcategories. We argue that the complexities of citing practice show how little can be assumed about actual citing behavior when studying a finished paper. The discussion supports the claim that it might be misleading to treat all citations as equal in quantitative citation analysis.
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| 5. |
- Erikson, Martin G., 1964-, et al.
(författare)
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Academic misconduct in teaching portfolios
- 2015
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Ingår i: International journal for academic development. - 1360-144X .- 1470-1324. ; 20:4, s. 345-354
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Tidskriftsartikel (refereegranskat)abstract
- Within academia, clear and standardised communication is vital. From this point of departure, we discuss the trustworthiness of teaching portfolios when used in assessment. Here, misconduct and fraud are discussed in terms of fabrication, falsification, and plagiarism, following the literature on research fraud. We argue that the portfolio’s unclear academic status and confusing standards makes it difficult to define misconduct. We see a risk that the practice of portfolio writing for assessment can lead to misconduct, including downright lies about accomplishments. We conclude that the trustworthiness of teaching portfolios is a responsibility for the academic community as a whole.
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| 6. |
- Erikson, Martin G., 1964-, et al.
(författare)
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Theories as Maps: Teaching Psychology Beyond Mind and Behavior
- 2015
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Ingår i: Scholarship of Teaching and Learning in Psychology. - : American Psychological Association (APA). - 2332-2101 .- 2332-211X. ; 1:1, s. 92-99
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Tidskriftsartikel (refereegranskat)abstract
- It is a challenge for psychology education to teach students about the possibilities and limitations of psychological theories. In the present article, we attempt to meet this challenge by employing the metaphorical expression “theories-are-maps” as a didactic tool for exploring the dynamics between psychology as a scientific project and the nature of the phenomena observed. Using mental illness as an example, we use the map metaphor to discuss the various difficulties involved in teaching theories in psychology, in such terms as the risk of confusing maps and terrain. While using theories-are-maps as a tool does add complexity to psychology education, it also helps illustrate how the relationship between theory and the “reality” that theoretical devices are describing can be envisaged. We see this as a contribution to the discussion on critical thinking in psychology, particularly in the teaching of psychology.
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| 7. |
- Erlandson, Peter, 1963, et al.
(författare)
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A fair game - the neoliberal (re)organisation of social and relational practices in local school settings
- 2020
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Ingår i: British Journal of Sociology of Education. - : Informa UK Limited. - 0142-5692 .- 1465-3346. ; 41:3, s. 410-425
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Tidskriftsartikel (refereegranskat)abstract
- In this article, we use data from ethnography-inspired studies of eight Swedish schools. We describe and analyse how a number of neoliberal-inspired economic and political processes have (re)organised social and relational practices in local school settings. There is an increased focus on individuality in the everyday working lives of teachers, where result-centred practices, relations and professional identities have replaced notions of equality and compensatory interventions. In our study, the teachers describe an increasing focus on performativity, competition and hierarchisation. We use fairness as a lens for illuminating these changes in social relations, changes in the organisation of teachers' practices, and teachers' struggles with these changes. The purpose of this study is to analyse how the current reforms are enacted and how they affect the working lives of teachers, and thereby to contribute to the current discussion on how the last decades of political and administrative changes have affected educational practice.
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| 8. |
- Erlandson, Peter, 1963
(författare)
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A tale from the pit - educational work at the university
- 2016
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Ingår i: Reflective Practice. - : Informa UK Limited. - 1462-3943 .- 1470-1103. ; 17:3, s. 245-256
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Tidskriftsartikel (refereegranskat)abstract
- Universities have their own particular ways of doing things. They have their own histories, their titles, their policy documents to attend to, and their own practices that have often evolved and taken form over centuries. The overall aim in this article is to illustrate an individual's complex growth into becoming a proficient university teacher from being a novice. With a phenomenological point of departure I analyze the embodied working conditions that a newcomer to university teaching carries around and gradually becomes familiar with - and even relatively proficient in - over a period of about three years. The focus in the article is the newcomer's reflective struggle with understanding her/himself and the social and cultural demands and possibilities that s/he is confronted with.
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| 9. |
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| 10. |
- 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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| 11. |
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| 12. |
- Erlandson, Peter, 1963, et al.
(författare)
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Ironising with intelligence
- 2014
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Ingår i: British Journal of Sociology of Education. - 0142-5692 .- 1465-3346. ; 35:4, s. 598-614
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Tidskriftsartikel (refereegranskat)abstract
- This article is part of a project that seeks in part to explore how students understand and use the concept of intelligence. It is based on an ethnographically contextualized study of linguistic events and was conducted in an inner-city upper secondary school in Sweden. The article shows that the concept of intelligence is not spontaneously used by students but is given meaning by them when they are asked, and that this meaning is given in relation to future expectations, hopes, ambitions and the grades and performances in school that are seen as a means to attain them. When doing this the students also appear to describe their education, the demands it places on them and their performances with a sense of irony. Indeed, on closer analysis, irony seems to be an important communicative strategy for these students more generally.
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| 13. |
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| 14. |
- Erlandson, Peter, 1963
(författare)
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The bodily practice of acquiring skillfulness
- 2014
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Ingår i: Reflective Practice. - : Informa UK Limited. - 1462-3943 .- 1470-1103. ; 15:6, s. 793-806
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Tidskriftsartikel (refereegranskat)abstract
- One of the main topics in the field of reflection is the multitude of questions concerning practice and how skillfulness is developed within a professional field, and this has been the case for decades. As early as in Schön’s seminal work, The Reflective Practitioner: How professionals think in action, published in 1983, these questions were in focus more or less throughout the whole text. While Schön, however, besides dealing with reflection, also addresses the tools that a novice student uses to become familiar with a practice, he does not explicitly address the question of body skillfulness to any large extent. This is, however, the focus in this article. I establish Merleau-Ponty’s theoretical framework, and, via Dreyfus’s famous five-stage model, discuss professional competence and bodily learned skillfulness. Even if Merleau-Ponty’s perspectives have been well known for decades now, they have yet to be incorporated more fully into the development of reflective practices, as well as into theories that try to describe reflective practice.
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| 15. |
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| 16. |
- Erlandson, Peter, 1963, et al.
(författare)
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The Northern European Band: A Swedish school in Africa-An ethnographic study
- 2022
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Ingår i: Ethnography and Education. - : Informa UK Limited. - 1745-7823 .- 1745-7831. ; 17:2, s. 106-121
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Tidskriftsartikel (refereegranskat)abstract
- All over the world, there are schools that represent a different educational system and a different curriculum than the country these schools are situated in. Swedish Schools in turn are located in different parts of the world. The main purpose of this study is to describe and analyse some aspects of the social life at one of these schools, as well as some aspects of the relationship between the cultural life at the school and surrounding African environment. The school serves as a protected oasis where children can feel at home and cultivate new acquaintances in a small and safe environment. But the Swedish school also becomes the cultural hub for containing the Swedish teachers' and parents' value-system and identities, leaving them pretty much unaltered. Despite the end of formal colonial structures, the West still dominates and controls its former colonies discursively as well as economically and politically.
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| 17. |
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| 18. |
- Jonsson, Anna-Carin, 1964-, et al.
(författare)
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Teachers’ implicit theories of intelligence : influences from different disciplines and scientific theories
- 2012
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Ingår i: European Journal of Teacher Education. - : Informa UK Limited. - 0261-9768 .- 1469-5928. ; 35:4, s. 387-400
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Tidskriftsartikel (refereegranskat)abstract
- A sample of 226 Swedish high school teachers from various knowledge domains completed self-report measures of intelligence regarding implicit theories and scientific theories of intelligence. A mixed ANOVA showed that teachers from language, social science and practical disciplines had a significant preference for an incremental theory of intelligence compared to an entity theory of intelligence whilst the teachers in mathematics did not. One of the conclusions was that entity theories of intelligence may be more pronounced among teachers in mathematics. Second there is a significant relation between naïve beliefs in intelligence as fixed and inborn, entity theories, and the scientific g-factor theory. Last, it was the oldest and most experienced and youngest and least experienced teachers who preferred an entity theory of intelligence the most
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| 19. |
- Karlsson, Mikael R., 1964, et al.
(författare)
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Administrating existence: teachers and principals coping with the Swedish 'Teachers' Salary Boost' reform
- 2021
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Ingår i: Ethnography and Education. - : Informa UK Limited. - 1745-7823 .- 1745-7831. ; 16:2, s. 129-144
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Tidskriftsartikel (refereegranskat)abstract
- This article is a part of an on going ethnography project that run over six years in an Upper Secondary School in the south of Sweden. In this particular article we shed light over the implementation, enactment and reactions from the staff of one of the latest of a series of reforms that has been launched into the Swedish educational system: The Teachers' Salary Boost reform (TSB). The reform rewarded especially excellent teachers - with raise in their monthly wage with 200-300 (sic). 40-50% of the teachers at the school did not get any raise at all. We produced our data using ethnographical methods with focus on participant observation, formal and informal interviews. From our data we draw the conclusion that while the leadership at the school executed the reform as a question concerning administration, the teachers receive the reform as a question concerning existence. The embedded trivialisation of teachers' skilfulness remodelled the teachers professional positioning and made them questioning their professional lives and professional selves.
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| 20. |
- Karlsson, Mikael R., 1964, et al.
(författare)
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Facilitators in ambivalence
- 2018
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Ingår i: Ethnography and Education. - : Informa UK Limited. - 1745-7823 .- 1745-7831. ; 13:1, s. 69-83
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Tidskriftsartikel (refereegranskat)abstract
- © 2016 Informa UK Limited, trading as Taylor & Francis GroupThis is part of a larger ethnographical study concerning how school development in a local educational context sets cultural and social life in motion. The main data in this article consists of semi-structural interviews with teachers (facilitators) who have the responsibility of carrying out a project about formative assessment in upper secondary schools in the south of Sweden. The focus of the study is how the teachers make meaning of their position as facilitators and leaders, how they handle their fellow teachers’ criticism and resistance, how power transforms professional and human relationships, and how complex and weakly articulated power results in conflicting and ambivalent possibilities for action. From our perspective, the resistance the facilitators meet, although the project makes use of a concept that has proved to be successful, reveals an ambivalent structure where the facilitators have to face contradictory demands from different stakeholders.
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| 21. |
- Rönn, Charlotta, 1963-
(författare)
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Backstage pedagogy : Compulsory school pupils’ informal social strategies when dealing with formal individual writing assignments for assessment
- 2023
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Doktorsavhandling (övrigt vetenskapligt/konstnärligt)abstract
- Over the last decades, formal schooling has changed towards an enhanced focus on the individual pupil’s achievements. This comprises formative assessment such as visualizing pupils’ learning processes, as well as summative assessment in terms of increased number and importance of National tests. However, little is known, from a pupils’ perspective, about how pupils together with classmates relate to the extensive focus on assessment of the individual’s achievements in formal education; what do today’s pupils, who have grown up with digital technology and social media, say and do out of the teachers’ supervision when dealing with individual assignments? In line with ethnographic educational research, this thesis explores and analyses how educational structures are imposed upon subordinate groups. This thesis gives an account of, from a pupils’ perspective, the pupils’ backstage pedagogy regarding formal schoolwork inside and outside school. The applied analytical tool is Goffman’s (1990) theater metaphor of social life; in this study, pupils’ interactions with peers out of the teachers’ supervision when doing schoolwork are regarded as carried out backstage, preparing an intended impression of their abilities and know-how to present to the assessing teacher. Based on observations, an innovative and discreet staging of audio-visual recordings, and semi-structured interviews with the pupils in one class at a Swedish municipal lower secondary school where approximately 50 % of the pupils had a foreign background, the results show that pupils applied a backstage pedagogy. Outside the teachers’ supervision and awareness, they informally interacted with classmates and used social strategies when dealing with formal individual assignments. The pupils’ regard for grades was the linch pin of their activities; some pupils a) swapped computers with peers and wrote original texts for classmates, b) copied peers’ assignments, c) logged into classmates’ Google classroom accounts and wrote original texts for peers, and d) shared leaked National tests on the class’s Snapchat group. These actions led to dilemmas in the teachers’ assessing and grading of individual pupils as well as in implementing fair, impartial grading. In looking forward, the thesis discusses the phenomenon and impact of backstage spaces comprising parents, siblings, Artificial Intelligence and ChatGPT to improve grades.
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| 22. |
- Rönnerman, Karin, 1952, et al.
(författare)
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Autentiskt lärande i doktorandgemenskap
- 2013
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Ingår i: K. Rönnerman & P. Erlandson (Red.). Doktorander som kreativa brobyggare. Centrum för Utbildningsvetenskap och Lärarforskning. Tema: Läraryrkets Praktik. - Göteborg : University of Gothenburg. - 9789198143003 ; , s. 61-63
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Bokkapitel (övrigt vetenskapligt/konstnärligt)
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| 23. |
- Rönnerman, Karin, 1952, et al.
(författare)
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Doktorander som kreativa brobyggare – samtal om läraryrkets praktik ur ett nordiskt perspektiv
- 2013
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Ingår i: Paper presenterat på Högskolepedagogisk konferens vid Göteborgs universitet(HKG2013), 17 oktober 2013..
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Konferensbidrag (övrigt vetenskapligt/konstnärligt)abstract
- En vanlig undervisningsform i forskarutbildningen är föreläsningar av en kunnig forskare inom sitt område. En annan är seminarier där litteraturen bearbetas, diskuteras och reflekteras över. Ofta avslutas en kurs på forskarnivå med ett individuellt skriftligt paper där doktoranden ska relatera kursinnehållet till sin avhandling. Mindre vanligt är att det förekommer interaktiva former för doktoranders lärande. I detta paper presenteras en interaktiv workshop, i vilken 12 doktorander och två lärare deltog. Temat för detta event var nordisk forskning om lärarprofessionen. Syftet med paperet är att presentera och diskutera lärandet hos doktoranderna utifrån att de deltagit i både planering och genomförandet av en workshop där de tagit ansvar för både helheten och specifika delar. Planeringen av workshopen tog ungefär ett år, en tid då samtliga doktorander var delaktiga i de olika diskussioner och urval som krävdes för att hitta ett antal forskare att bjuda in. I ett första steg gjordes en inventeringen av nordiska avhandlingar publicerade mellan 2002-2011 som handlade om läraryrket och som resulterade i den bibliografi omfattade 15 A4 sidor. I ett andra steg valdes några avhandlingar från varje land och i ett tredje avgränsades publikationsår. Sista steget innebar en sammanställning av sex avhandlingar utifrån majoritetsprincipen. I doktorandgruppen har urvalet diskuterats vid flera seminarier. Doktoranderna har valt en avhandling var som de önskade fördjupa sig i. Diskussioner har förts kring vilka frågor kring innehållet som är relevanta samt hur workshop skulle planeras och genomföras. Både innehåll och form har således varit aktuellt. De områden och frågor som diskuterats fram låg till grund för genomförandet av workshopen som varade i två dagar. Varje inbjuden författare fick ca 20 minuter att presentera sin avhandling därefter ställde två doktorander fördjupande frågor till innehållet under ca 20 minuter. Forskaren avslutade seminariet med att berätta hur hen gått vidare med sin forskning efter disputation. Hela workshopen avslutades med en paneldebatt ledd av de tolv doktoranderna med utgångspunkt i de områden de lyft fram som kunde hittas i samtliga avhandlingar. Resultatet av workshopen kan betecknas i termer av en lärandegemenskap där doktoranderna själva uttrycker att de lärt av processen och fått perspektiv på sitt eget avhandlingsarbete. Lärandet kan betraktas i termer av både färdigheter, kritisk analys och. En sista steg i arbetet kommer att ske genom att färdigställa en rapport av workshopen, i vilken doktorandernas lärande kommer att beskrivas.
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| 24. |
- Rönnerman, Karin, 1952, et al.
(författare)
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Temaområdet Läraryrkets Praktik
- 2013
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Ingår i: K. Rönnerman & P. Erlandson (Red.). Doktorander som kreativa brobyggare. Centrum för Utbildningsvetenskap och Lärarforskning. Tema: Läraryrkets Praktik. - Göteborg : University of Gothenburg. - 9789198143003 ; , s. 10-17
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Bokkapitel (övrigt vetenskapligt/konstnärligt)
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