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Sökning: WFRF:(Forssten Seiser Anette 1965 )

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1.
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2.
  • Frascisco, Susanne, et al. (författare)
  • Action research as professional learning in and through practice
  • 2024
  • Ingår i: Professional Development in Education. - : Routledge. - 1941-5257 .- 1941-5265. ; 50:3, s. 501-518
  • Tidskriftsartikel (refereegranskat)abstract
    • It is widely accepted that professional learning is a crucial aspect of the ongoing professional practice of educators. But how should this professional learning take place, and what arrangements enable and constrain practices associated with educator learning? In this article, we explore two case studies of action research projects: one undertaken with Australian Vocational Education and Training (VET) teachers, and the other undertaken with Swedish principals. Using the theory of practice architectures and the Professional Learning Framework (see text), we consider what action research team members identified that they learnt through the action research projects, and what enabled and constrained that learning. The findings highlight five key themes that enabled and constrained educator professional learning and supported educators in making positive changes in their professional practice: power and solidarity, trust, recognition, agency and time. Further, reflection and collaboration were also highlighted as important factors in supporting educator professional learning. We conclude that action research can enable educator professional learning, can support the contextualised understanding of what works, how it works and for whom it works, and can enable educators to make positive changes in their professional practices
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3.
  • Berglund, Teresa, 1976-, et al. (författare)
  • ESD-facilitators’ conditions and functions as sustainability change agents
  • 2023
  • Konferensbidrag (refereegranskat)abstract
    • Proposal information This study seeks to investigate the experiences of teachers working as ESD-facilitators within a whole school approach project designed to implement education for sustainable development (ESD) in their schools. The program activities included school leaders, teachers, and ESD- facilitators. During a period of three school years, five schools in a municipality in Sweden took part in order to integrate ESD in their organization and teaching practice. The ESD-facilitators took part in the design of the development process, workshop activities and content, and facilitated each school’s internal work. This study aims to identify in what ways ESD-facilitators function as sustainability change agents and how contextual factors might contribute to success or form hindrances in their work.The project was designed based on teachers’ learning and collaborative and reflexive work (Desimone, 2009). The purpose was to direct the development work of the schools towards a whole school approach (Mogren et al. 2019), meaning that ESD is fully integrated in the local curriculum. The main areas of development were to increase interdisciplinary teaching with focus on ESD as holistic pedagogical idea, and that ESD should permeate the work in all levels of the internal and external organization of the school (Sund & Lysgaard, 2013), implying that the different actors in the school and its societal context (students, teachers, school leaders and the outer society) work towards sustainability (Mogren et al., 2019). An additional aim was to integrate pluralistic approaches in the teachers’ classroom practice.The project included two project leaders, who also participated as researchers in the project. Together with the school leaders and ESD-facilitators, they took a leading role in the development of the project, which included joint seminars, and meetings between project leaders and a) school leaders (across schools), b) school leaders and facilitators (within schools), and c) facilitators (across schools). The ESD-facilitators were intended to function as a link between school leader, project leaders and the teaching staff. They were supposed to support the teacher work teams in their discussions and implementation work with transforming ESD principles into practice.A recent study by Van Poeck et al. (2017) explored different change agent roles by mapping the different ways in which change agents actively contribute to sustainability. In relation to different roles, various types of learning is being made possible. The authors identified four types of change agents that position themselves in different ways along the two axes of personal detachment vs. personal involvement, and instrumental vs. open-ended approaches (to change and learning). This study investigates the views and practices of the ESD-facilitators in relation to these two dimensions. Thus, different change agent positions may be taken.The ESD-facilitators have a middle leading role in their schools, which means that they enact leading practices from a position in between the teaching staff and the school leader (Grootenboer, Edwards-Groves & Rönnerman, 2015). There is limited research focusing on practitioners who facilitate processes of professional development (Perry & Boylan, 2018). Thus, little is known about how facilitators, and particularly those who facilitate a whole school approach to ESD, could be supported to carry out their role and tasks in an effective way, and what adequate conditions and arrangements for this might be. Taken together, this implies a gap in current knowledge about ESD implementation strategies, which this study aims to help bridging.The research questions guiding the research are twofold: in the ESD-facilitators’ descriptions of their roles, functions and practices:        What kinds of sustainability change agent roles can be identified?What contextual factors are experienced as successful and/or hindering?Methodology or MethodsAfter the project ended, interviews were carried out between November 2020 and April 2021 with seven ESD-facilitators from five different schools. Two of the schools had appointed two facilitators, who either focused on different programs (in upper secondary school) or on different levels in compulsory school (primary or secondary level).The interviews followed a semi-structured approach (Bryman, 2018) and included pre-defined areas concerning the ESD-facilitators’ view on: a) the long term purposes and goals of the project, b) in what ways they viewed their role in the development work in their school, and c) their experiences of factors that were of central importance in order for them to be able to perform their task effectively. Their responses were followed up by the interviewer in a flexible manner.The analysis of data followed a multi-step process. The three parts above constitute the basis for the first step of the analysis, which was performed inductively and followed a broad approach to data driven thematic analysis (Braun & Clarke, 2006). The next step was analyzed deductively, based on the typology of sustainability change agents by Van Poeck et al. (2017). In this step, the utterances connected to the ESD-facilitators’ role in the development work, together with utterances concerning their view of long-term purposes and goals of the project, were analyzed in relation to the four different types of sustainability change agents in the typology. The analysis concerning their role focused mainly on the two dimensions identified as open-ended or instrumental, and personal detachment vs. -involvement. Utterances were identified that could be associated with a specific role description under the four ideal types of change agents. Moreover, utterances of how they viewed the purpose and goal of the ESD development work were analyzed, mainly connected to how different types of change agents may enable different forms of learning (Van Poeck et al., 2017). However, research on middle leading practices as well as research of sustainability change agents emphasizes that roles and practices should be interpreted in relation to the context they are enacted within (Grootenboer, Edwards-Groves & Rönnerman, 2015; Van Poeck et al., 2017). Therefore, the analysis also focused on identifying how different contextual factors affect and enable the roles and practices of the ESD-facilitators. Thus, the final step is to look for relationships between expressed purposes and goals, roles, and what factors are experienced as promoting and/or hindering their role and mission.Findings and conclusions The analysis indicates that teachers struggle with transforming ESD theory into teaching practice. The school culture has great impact on the readiness of teacher teams to engage in transformation of their teaching. The ESD-facilitator’ functions and practices are affected by the school culture and whether teacher teams are well functioning or not in terms of collaborative work.All the four roles in the typology (Van Poeck et al., 2017) were identified in their expressions, and different contextual factors were emphasized as either promoting or hindering their functions. Clear support and leadership from the school leader and the presence of a well-defined long term goal was important to provide direction and legitimize the ESD-facilitator role in schools where a broad anchoring of ESD among the staff was missing. Moreover, roles and processes became more open-ended in schools where there was room for collaborative work and reflexive discussions. In those schools where the culture encouraged collaborative work and shared agency, the ESD-facilitators pointed out their functions in mediating the process in terms of initiator, facilitator, mobilizer and/or awareness raiser (ibid.). When there was little space for collaborative work, or the culture was hindering it, the ESD-facilitator role and approach became more instrumental and it became harder to create agency and integrate ESD as a holistic pedagogical idea (see Mogren et al. 2019) among the community of teachers. Those facilitators emphasized their functions in terms of experts, councellors, managers, solution providers and exemplars (Ibid.).A challenge was how to transform ESD theories, which the facilitators expressed as abstract and far from everyday teaching, into concrete practice. In the school where a collaborative culture was present, a way to solve this was to start doing by daring to explore new ways of teaching, and then evaluate in a collaborative, open and reflexive mannerReferencesBraun, V., & Clarke, V. (2006). Using thematic analysis in psychology. Qualitative research in psychology, 3(2), 77-101.Bryman, A. (2018). Samhällsvetenskapliga metoder.(tredje upplagan). Liber.Desimone, L. M. (2009). Improving impact studies of teachers’ professional development: Toward better conceptualizations and measures. Educational researcher, 38(3), 181-199.Grootenboer, P.,  Edwards-Groves, C., & Rönnerman, K. (2015). Leading practice development: voices from the middle, Professional Development in Education, 41(3), 508-526, DOI: 10.1080/19415257.2014.924985Mogren, A., Gericke, N., & Scherp, H.-Å. (2019). Whole school approaches to education for sustainable development: a model that links to school improvement. Environmental Education Research, 25(4), 508-531.Perry, E., & Boylan, M. (2018). Developing the developers: supporting and researching the learning of professional development facilitators. Professional development in education, 44(2), 254-271.Sund, P., & Lysgaard, J. G. (2013). Reclaim “education” in environmental and sustainability education research. Sustainability, 5(4), 1598-1616.Van Poeck, K., Læssøe, J., & Block, T. (2017). An exploration of sustainability change agents as facilitators of nonformal learning: Mapping a moving and intertwined landscape. Ecology and Society, 22(2).
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4.
  • Berglund, Teresa, 1976-, et al. (författare)
  • Sustainability change agents in whole school approaches to education for sustainable development (ESD).
  • 2023
  • Konferensbidrag (refereegranskat)abstract
    • This study investigates the experiences of teachers working as ESD-facilitators in a whole school approach project designed to implement education for sustainable development (ESD). The project included ESD-facilitators, teachers, and school leaders. The ESD-facilitators took part in designing joint seminars and workshop activities, and facilitated each school’s internal work. This study aims to contribute with knowledge concerning in what ways ESD-facilitators function as change agents in development processes and how their work can be supported. Different types of sustainability change agents who position themselves differently along the two dimensions of personal detachment vs. personal involvement, and instrumental vs. open-ended approaches (to change and learning) have been identified in previous research (Van Poeck et al., 2017). This study investigates the views and practices of ESD-facilitators in relation to these two dimensions, and focuses on what sustainability change agent functions are enacted, and what contextual factors they experience as successful and/or hindering in their work. Data were collected through semi-structured interviews with seven ESD-facilitators from five schools. Focus areas were their views on: a) the long term goals of the project, b) their role in the internal development work, and c) factors of central importance for their ability to perform their task effectively. The findings indicate that roles and processes become more open-ended in schools where there is room for collaborative and reflexive work. In schools where the culture encourages shared agency, the ESD-facilitators point to their functions in mediating the process in terms of mobilizer, facilitator, initiator, and/or awareness raiser (Ibid.). When there is little room for collaborative work, or the culture impedes it, the ESD-facilitator role and approach become more instrumental and it is harder to integrate ESD and create agency. Those facilitators emphasized their functions in terms of managers, solution providers, experts, exemplars and councellors (Ibid.). 
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5.
  • Ekholm, Mats, et al. (författare)
  • Skolförbättring genom aktioner : Verksamheter i skola, förskola och fritidshem möter forskning
  • 2021
  • Bok (populärvet., debatt m.m.)abstract
    • Det räcker inte med att prata om förändringar för att få till konkreta förbättringar i skolan. Lärare och rektorer behöver också pröva nya sätt att agera och handla. Uttryckt på annat sätt: det behövs systematiska och genomtänkta aktioner i skolan. Men det räcker inte heller med att få bra aktioner att verka i praktiken i en skola för att elevernas vilja och lust att lära ska blomma och ge bra inlärningsresultat. När aktionerna gått att genomföra i en skola visar detta att de är möjliga för många skolor att tillämpa. Vi tre som har författat den här boken har varit med om många bra aktioner på ett rikt antal skolor. Vi har samarbetat tätt med varandra för att göra de erfarenheter som vi beprövat tillgängliga för andra i form av denna text. Vi vet att texter ökar chansen att kunskapen når fler som kan pröva i den egna skolan vad andra före dem tagit reda på. Texter lever länge och går att sprida.
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6.
  • Forssten Seiser, Anette, 1965- (författare)
  • Action research as an approach in a changing environment
  • 2014
  • Konferensbidrag (refereegranskat)abstract
    • The recent demands for improvements have led to substantial policy changes and a hunt for the "right" method. In pursuit of higher achievement Assessment for Learning (AFL) has a major impact in the Swedish schools.In an initial study of how AFL is understood by principals and teachers emerge two distinct patterns. One pattern shows a clear difference between the AFL 's basic assumptions and how teachers practice AFL. AFL is based on dialogue, feedback and change in teaching. In the study, we see an instrumental use of AFL rather than a changed in understanding of how learning can take place. Another pattern shows how principals and teachers' perceptions differ on what needs to be done in the schools on going improvement efforts. The principal’s talk about school improvement disappears in teachers' descriptions of what is being done. We see that principal’s focus on initiate improvements but do not follow the process. A long-term management strategy for how the work will gain a foothold in the schools is also missing.The prominent pattern made ​​us interested in Critical Participatory Action Research (CPAR). Schools need to ask their own questions, make their practise visible and use dialogical collaboration to improve long-term practice. Based on the study and CPAR we initiated two action research projects: How teachers construct their assessment practices and how principals understand and portray educational leadership in practice. We would like to discuss our choice of CPAR in the context of the initial study.  
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7.
  • Forssten Seiser, Anette, 1965-, et al. (författare)
  • Actions and practice architectures that enables sustainable school improvement : A longitudinal study of implementing change agents.
  • 2019
  • Konferensbidrag (refereegranskat)abstract
    • Sustainable school improvement seems characteristic of successful schools (Stoll, Bolam, McMahon, Wallace & Thomas, 2006; Huffman, Olivier, Wang, Chen, Hairon & Pang, 2016). Successful schools can be defined as schools that educate students who are able to participate meaningfully in public life, there by forming a society characterised by healthy, inclusive democracy (Mahon, Hekkinen & Huttunen, 2019). These schools  have long experience of collaborative work with a focus on improving teaching and learning. During time they have changed the preconditions - the practice architectures – in such a way that they enables a professional learning community. On the other hand unsuccessful schools struggle with finding the right actions to get real improvement come around that affect the learning of the students. A theme in school improvement research is to study the actions of successful schools and accordingly, advice unsuccessful schools or school leaders to take the same actions (Leithwood, Harris & Hopkins, 2019). The objective of this study is to further examine the relationship between actions for sustainable improvement and practice architectures.We do that by returning to a study of a Swedish municipality that performed an extensive school improvement project implementing change agents the years 2009 to 2011. By letting teachers take the role of change agents the preconditions was altered in relation to the role of the principals. And by letting change agents lead professional learning team work new improvement actions were introduced. A change agent’s task is according to Schmuck and Runkel (1994) to design the process of organisational development. The teachers that was selected to be change agents were chosen based on their positive approach to school development. Furthermore several of them were defined as informal leaders in their schools. Within the framework of the project these teachers got an in-service training and at the same time they got an assignment to lead their colleges’ professional learning. Together with the principal, they were responsible for leading their schools development processes (Blossing, 2016).The study use theory of practice architectures (Kemmis and Grootenboer, 2008; Kemmis Wilkinson, Edward-Groves, Hardy and Grootenboer, 2014) in the framing of the research and the analysis of the research data. According to the theory a practice is understood as a socially established cooperative human activity, composed of the sayings, doings and relatings that hang together in a joint project. Different practices are characterised by different discourses (sayings) including the language used to describe, interpret, explain, orientate and justify a specific practice. Furthermore, practices are characterised by how they interact (relatings) among themselves and how they relate to other practices and various artefacts within and without the particular practice. In the same way, there are characteristic actions (doings) that are linked to a practice. Practice architectures constitute the enabling and constraining preconditions for the conduct of a specific practice and they appear in three intersubjective dimensions: the semantic, the physical and the social. In the semantic dimension, cultural-discursive arrangements appear through the language and speech surrounding the specific practice. In the social dimension, social-political arrangements reveal how people relate to each other as well as to artefacts inside and outside the practice. In the physical dimension, material-economic arrangements become visible in the actions and work that take place. Our research questions in this longitudinal study are as follows:1.       What arrangements and actions enables and constrains sustainable school improvement? 2.       In what way has the prevailing practice architectures affected the role of the change agent?
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8.
  • Forssten Seiser, Anette, 1965- (författare)
  • Aktionsforskning kan stärka det pedagogiska ledarskapet
  • 2019
  • Annan publikation (populärvet., debatt m.m.)abstract
    • Rektorn ska utöva pedagogiskt ledarskap, med det är ofta oklart hur det ska förverkligas. I en aktionsforskningsstudie förändrades de deltagande rektorernas förståelse av sin roll som pedagogiska ledare. Resultatet blev ett tydligare fokus på att stödja elevernas lärande via lärarna och att det är ett ledarskap som stärks när det delas av flera. Trots att rektors pedagogiska ledarskap får stor uppmärksamhet har varken begreppet i sig eller hur ledarskapet ska omsättas i praktiken blivit tydligt avgränsat, vilket gör att rektorer lämnas att själva avgöra hur det tillämpas i praktiken. Därför finns anledning att titta närmare på hur ett aktionsforskande förhållningssätt kan bidra till att rektorer förbättrar och stärks i sitt pedagogiska ledarskap.Den här artikeln presenterar resultat av forskning. Texten är framtagen vid ett universitet eller högskola på uppdrag av Skolverket. 
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9.
  • Forssten Seiser, Anette, 1965-, et al. (författare)
  • Aktionsforskning som förhållningssätt i en föränderlig omvärld
  • 2014
  • Ingår i: Kapet (elektronisk). - Karlstad : Karlstad University Press. - 2002-3979. ; 10:1, s. 58-73
  • Tidskriftsartikel (övrigt vetenskapligt/konstnärligt)abstract
    • AbstractVad kan behövas för att hantera en verksamhet i en föränderlig omvärld? De senaste årens krav på förbättringar inom skolan har lett till omfattande policyförändringar och många gånger en jakt på ”rätt” metod. I strävan efter högre måluppfyllelse har bland annat bedömning för lärande (Lundahl, 2014) fått stort genomslag i svensk skola. Vilket gör skolledare och lärares förståelse av såväl skolförbättring som bedömning till intressant undersökningsobjekt.Inom ramen för vår forskning har vi genomfört en inledande kartläggning av hur bedömning för lärande (BFL) förstås av skolledare och lärare. I analysen av kartläggning framträder två tydliga mönster.  Det första mönstret uppvisar en tydlig skillnad mellan grundantaganden för hur bedömning kan användas för att utveckla elevers lärande och hur lärare praktiserar BFL i sin verksamhet. Bedömning för lärande bygger på dialog, där återkoppling och förändring av undervisning är centralt. I kartläggningen ser vi att det i praktiken snarare blir information, det vill säga envägskommunikation från lärare till elev. Det sker heller ingen förändring av undervisningen utifrån de bedömningar som görs.  Vi ser med andra ord en instrumentell användning av bedömning snarare än en förändrad förståelse av hur bedömning kan användas för att utveckla elevers lärande. Det andra mönstret visar på hur skolledare och lärares uppfattningar skiljer sig om vad som behöver göras i skolans pågående förbättringsarbete, gällande bedömning. Det rektorer berättar om skolans förbättringsarbete försvinner i lärarnas beskrivningar om vad som görs. Vi ser att rektorer fokuserar på att starta upp förbättringsarbeten på skolan men att de inte följer upp arbetet. Dessutom saknas en långsiktig ledningsstrategi för hur arbetet ska få fäste i verksamheten. De framträdande mönster har gjort oss intresserade av Critical Participatory Action Research (CPAR) där utgångspunkten är att praktiken behöver fånga sina egna frågor, synliggöra sin verksamhet och i ett dialogiskt samarbete långsiktigt förbättra praktiken. Utifrån det har vi initierat två aktionsforskningsprojekt: Hur lärare konstruerar sina bedömningspraktiker och hur rektorers förstår och gestaltar ett pedagogiskt ledarskap i praktiken?
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10.
  • Forssten Seiser, Anette, 1965-, et al. (författare)
  • Critical aspects to consider when establishing collaboration between school leaders and researchers : Two cases from Sweden
  • 2024
  • Ingår i: Educational action research. - : Taylor & Francis. - 0965-0792 .- 1747-5074. ; 32:2, s. 260-275
  • Tidskriftsartikel (refereegranskat)abstract
    • The aim of this study is to explore what happened – and why – in a collaboration between ourselves as researchers and school leaders from two different schools in Sweden. The theory of practice architectures is used to frame the study. The goal of the collaboration was to enhance the scientific foundation of school practices, which motivated the use of action research as the methodological approach for designing the collaboration. The results allow us to propose a number of critical aspects to take into consideration when establishing a collaboration between researchers and school leaders. The first aspect concerns aiming for co-ownership and an equivalent collaboration. These involve trustful and respectful relations, empowering individuals in their professional roles. The second aspect is linked to attention to local infrastructures and the importance of organisational settings that facilitate a holistic approach and a shared understanding of the aims of both the research and the collaboration. The third and final aspect is related to school leaders’ legitimacy to organise research-based school improvements. School leaders are responsible for educational quality in schools, and this makes them best suited for leading school improvements. However, theoretical frameworks and methods introduced by researchers can support the ambition to enhance the scientific foundation of school practices. We advocate the development of practices inhabited by school practitioners and school researchers within the educational complex. In addition, we promote the creation of healthy environments in the form of arrangements that create spaces where equivalent collaborations, shared responsibility and co-ownership may grow.
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11.
  • Forssten Seiser, Anette, 1965- (författare)
  • Critical aspects to consider when establishing collaboration between school leaders and researchers
  • 2022
  • Konferensbidrag (refereegranskat)abstract
    • This study is conducted within a Swedish national project founded by the government. The government’s ambition is to enhance the role of research in the daily work conducted by teachers and school leaders by making research more directly applicable in practice. This to ensure that all students and children receive an education that is of equal value and consistent with current legislation and curricula. This national project is mainly carried out by stimulating the development of collaborations between universities and schools and it is carried out under the acronym ULF  [Development, Learning, Research]. The aim of the study reported in this session is to explore what happened in a specific collaboration between myself and a colleague as researchers, and school leaders from two schools in Sweden. The theory of practice architectures is used for framing the study, and action research as a methodological approach for designing our collaboration. The results are reported in form of two cases in which we describe and compare what happened in the collaboration in the two schools.The results stress some critical aspects to take into consideration when establishing a collaboration between researchers and school leaders. The first aspect concerns aiming for co-ownership and an equivalent collaboration. Co-ownership and an equivalent collaboration involve trustful and respectful relations, empowering individuals in their professional roles. The second aspect is linked to attention to local infrastructures and the importance of organisational settings that facilitate a holistic approach and a shared understanding of the aims of both the research and the collaboration. The third and final aspect is related to school leaders’ legitimacy to organise research-based school improvements. School leaders are responsible for educational quality in schools. This makes them best suited for leading school improvements. Theoretical frameworks and methods introduced by researchers can support the ambition to enhance the scientific foundation of school practices.As implication for further research in this area, there is a need for more empirical studies to explore and reveal how to enhance the development of shared practices inhabited by both school practitioners and school researchers. There is a need to further explore how to nurture  these kind of professional practices that endorse close and equal collaborations, shared responsibility and co-ownership based on the ambition to ensure an (or transform) education that is equal and accessible for all students and children.
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12.
  • Forssten Seiser, Anette, 1965-, et al. (författare)
  • Developing School Leading Guidelines : Facilitating a Whole School Approach to Education for Sustainable Development
  • 2023
  • Ingår i: Symposium title: Leadership agency and functions in implementation processes towards whole school approaches to education for sustainable development in primary and secondary schools.
  • Konferensbidrag (refereegranskat)abstract
    • In this multidisciplinary study we have explored the function of school leading in the implementation process of education for sustainable development (ESD), employing a whole school approach (WSA). School leading and school improvement are both established research fields within leading and development; therefore, it was wise to use the knowledge that is available within these two fields on how to lead and implement improvements in school organizations. A multidisciplinary approach contributes through knowledge regarding the implementation of socially and educationally sustainable qualities. A WSA involves all parts of the school organization contributes to a comprehensive perspective by emphasizing connections between school leading, local school organizations, and ESD implementation. Finally, a practice-informed approach provides valuable insights by investigating principals’ leading and its preconditions in terms of the practice architectures enabling or constraining the realization of a WSA to ESD. Practice architectures exist in a dialectical relationship with the practices that they prefigure, in that they both constitute and are constituted by practice. Undertaking this work required an examination of what happened when ESD was implemented in local school over a period of time. In order to do this, we returned to the five schools in a municipality that had initiated an ESD project in 2016, interviewing principals in 2018 and then again in 2020. The interviews explored whether (or not) the local preconditions had developed into practice architectures that facilitated a WSA to ESD. Based on the empirical results from this study and school improvement theory, guidelines were developed that can be used to drive a WSA to ESD process forward through three different school improvement phases: initiation, implementation, and institutionalization. 
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13.
  • Forssten Seiser, Anette, 1965-, et al. (författare)
  • Developing school leading guidelines facilitating a whole school approach to education for sustainable development
  • 2023
  • Ingår i: Environmental Education Research. - : Routledge. - 1350-4622 .- 1469-5871. ; 29:5, s. 783-805
  • Tidskriftsartikel (refereegranskat)abstract
    • This study explored the function of school leading in the implementation process of education for sustainable development (ESD) in five Swedish schools employing a whole school approach (WSA). A follow-up study design was used, in which schools that had initiated an ESD project in 2016 were subsequently visited twice for interviews with principals during the project and after it was finalized. The theory of practice architectures in combination with the concept of school improvement capacity was used as the theoretical framework in the analysis. The study showed how school leading should be about enhancing the local school’s capacity to improve. It also showed how specific practice architectures prefigured a WSA to ESD and how school leading in this context was about arranging—or orchestrating—practice architectures in ways that enabled such an approach. The issues of time and endurance were pivotal.Based on the empirical results from this study and school improvement theory, guidelines were developed that can be used to drive a WSA to ESD process forward through three different school improvement phases: initiation, implementation, and institutionalization. The limitations and suggestions for further research are also discussed.
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14.
  • Forssten Seiser, Anette, 1965-, et al. (författare)
  • Development of critical praxis through professional learning : Enablers and constraints
  • 2023
  • Konferensbidrag (refereegranskat)abstract
    • General description on reserach questions, objectives and theoretical framworkProfessional learning is vital for the development of educators and for the development of a strong educational system (Opfer & Pedder, 2011). This research project investigates the development of critical praxis (reflection and action for positive change) through a professional development program. Drawing on the work of Freire, and using the theory of practice architectures (Kemmis et al., 2014), the research considers the professional learning of English speaking teachers and school leaders involved in a long-term professional development program in Hong Kong.  In a previous article based on three research projects across two countries and three different education sectors (Francisco, Forssten Seiser & Grice 2021), we identified trust, power and agency as the key themes impacting on the development of critical praxis. We continue to explore these themes in this work. According to Aristotle, praxis is a morally committed action in which, and through which, values are given practical expression (Carr, 2009). Kemmis and Smith (2008) consider praxis as ‘what people do when they take into account all the circumstances and exigencies that confront them at a particular moment and then, taking the broadest view they can of what is best to do, they act’ (p. 4). Mahon et al. (2020) argue that educational praxis is forming, self-forming and transforming. It is forming in the sense that educators are involved in supporting the formation of people and of society (Kemmis et al. 2014). It is self-forming in that educators are reflexive and reflective in their praxis informed actions. It is transforming in that educators with a praxis informed approach will transform people and sites through their actions. The research is framed and analysed using the theory of practice architectures (TPA). This theory identifies practice as “a socially established cooperative human activity involving utterances and forms of understandings (sayings), modes of action (doings), and ways in which people relate to one another and the world (relatings) that ‘hang together’ in characteristic ways in a distinctive ‘project’” (Mahon et al. 2017, p 7-8). Practices are enabled and constrained by site-based arrangements: the practice architectures. The research discussed in this presentation explores how educators develop critical praxis (reflection and action for positive change) during formal professional learning experiences and in informal spaces, and the factors that enable and constrain its development. Specific research questions are: what practice architectures enabled and constrained the development critical praxis in a long-term professional learning program; and in what ways is the professional learning forming, self-forming and transforming? Methods/methodologyUsing a qualitative research approach, we invited convenors and participants involved in a large professional learning program to participate in the research. The professional development program was offered to teachers and leaders across more than twenty English speaking schools in Hong Kong. The authors of this paper were not involved in providing the professional development program.  Data collection includes audio/video recording of professional learning sessions for the group; interviews with the course convenors of the program; and interviews with individuals in the group. The interviews use a combination of photo elicitation (IbanNez, 2004) and elements of an ‘interview to the double’ (Nicolini, 2009) process. Participants are asked to bring five photographs to the interviews that they felt represented their learning throughout the professional development program. For the purposes of preparedness and transparency, indicative questions which form the basis of the interviews will be shared with the participants prior to the interview taking place to reduce potential stress (Rubin & Rubin, 2012). The content is within the boundaries of the participants’ professional roles and confined to their experience as an educator. Interviews will be transcribed and the transcriptions provided to participants for comment and/or change prior to being incorporated with other data from analysis. Reputation risk of schools is minimised by schools and individuals not being named or identifiable. Analysis will be undertaken in two stages. Firstly, thematic analysis (Braun & Clarke, 2021) in relation to the research questions. This will be followed by analysis using the theory of practice architectures.Expected outcomes/resultsBroadly, expected outcomes relate to a better understanding of specific practices in formal and informal learning spaces that enable and constrain the sustainable impact of a professional learning program rooted in a philosophy of critical praxis and how that critical praxis is developed over time. Findings relate explicitly to the research questions and the ways that critical praxis was developed through the period of the professional development program. Also, the practice architectures that enabled and constrained that development. Specifically, this includes issues associated with agency, power, and trust. Other factors related to the development of critical praxis are also discussed.  
  •  
15.
  • Forssten Seiser, Anette, 1965-, et al. (författare)
  • Differences between Teachers’ and Principals’ Expectations of School Leaders in Simulated Situations
  • 2020
  • Konferensbidrag (refereegranskat)abstract
    • Research shows that context matters when principals execute their role and that it affects how successful principals become in leading their respective schools. Expectations that occur in daily encounters between teachers and principals at local school organizations are focused on in a pilot study to discover how teachers’ expectations influence their principal’s work in practice. The research questions are: 1) How do teachers’ experience-based expectations differ from more ideal expectations? 2) How do teachers’ and principals’ expectations differ in simulated real situations? and 3) In what way do expectations expressed by teachers and school leaders differ from more ideal expectations expressed in school policy documents? The study is framed within social psychological and organization development perspectives. The results from this pilot study, where we also test the validity of the methodology, show that there are differences in experience-based and ideal expectations of principals. In situations where internal pressure is present there is a closer gap between these two kinds of expectations compared to situations where external pressures have a more prominent role. Teachers and school leaders agree that the role of the principal is of importance to the school and they also share most views on what a principal should do and how to act appear as at the school. The focal point of the study is relations between teachers and their principals and the evaluation of how norms are constituted in real situations and subsequently how they shape the role of the school leader.
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16.
  • Forssten Seiser, Anette, 1965- (författare)
  • En nyfiken betraktelse av de ökade kraven på skolans vetenskaplighet
  • 2016
  • Ingår i: Kapet (elektronisk). - Karlstad : Karlstads universitet. - 2002-3979. ; 12:2, s. 103-115
  • Tidskriftsartikel (övrigt vetenskapligt/konstnärligt)abstract
    • Hur kommer det sig att tilltron till systematik och vetenskap är så stor i dagens utbildningssystem? Är det så att vetenskap likställds med säker och sann kunskap som kan användas för att komma till rätta med skolans aktuella problem och dilemman? Flera av de reformer som genomförts syftar till att få skolans professionella att inta ett mer vetenskapligt förhållningssätt vilket har bidragit till att intresset för praktikorienterade studier har ökat och att idag är allt fler lärare och rektorer aktiva aktörer i uppbyggnaden av den vetenskapliga forskningen. I arbetet med denna text konstaterar jag att det finns kopplingar att finna mellan den rådande diskursen om skolans vetenskaplighet och kraven på hög måluppfyllelse och goda elevresultat. I en tid då utbildningsnivå betraktas som ett viktigt konkurrensmedel hamnar stort fokus på skolans måluppfyllelse och elevernas resultat och på vilket sätt dessa kan förbättras snabbt och effektivt. Vad sker med undervisningen och skolans ledarskap i kölvattnet efter omvärldens ökade krav på vetenskap och systematik? I dag ligger makten och ansvaret för skolans utveckling till stor del på andra än på skolans professionella. Hur kan den maktbalansen förändras till fördel för lärare och rektorer? Slutligen har jag även reflekterat över hur denna utveckling legat till grund för mitt val av aktionsforskning som vetenskaplig ansats i det egna avhandlingsarbetet.
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17.
  • Forssten Seiser, Anette, 1965-, et al. (författare)
  • Enabling and constraining influences on action research processes : The case of the collaboration between school leaders and researchers in two Swedish schools
  • 2023
  • Konferensbidrag (refereegranskat)abstract
    • General descriptionThis study focuses on the action research process conducted in collaboration between school leaders and researchers, while initiating, implementing, and carrying through a research project. The aim of the overall research project was to develop teachers’ collegial planning and preparation of lessons in two schools and was conducted within the Swedish national research strategy programme carried out under the acronym ULF (Utveckling, Lärande, Forskning [Development, Learning, Research], and is a part of the government’s main goal to improve teachers’ and school leaders' daily practice based on the scientific foundation and proven experience, which since 2010 is regulated by a Swedish Educational Act (SFS 2010:800, chapter 1 §5). The research team is multidisciplinary and consists of researchers in didactics (more commonly known as pedagogy in English) and school leadership. While didactic researchers focused on implementing a method for teachers’ collegial planning and preparation of lessons, we, as researchers on school leading, focused on school leaders and their strategies to take the lead as well as pave the way for the project´s efforts to become an integrated part of everyday practice in their school by increasing the local schools’ improvement capacity (Blossing et al., 2015; Fullan 2002; 2014) by action research approach. Over time, we became concerned by the relationship between us as researchers and the school leaders as practitioners in terms of power and inequality in our partnership, which we suspected influenced the collaboration. Even though it was not the initial purpose of the study, we allowed ourselves to explore the partnership in our collaboration. As we could not find consistent definitions of partnership in collaboration between researchers and practitioners (Rudge, 2018), we turned to Buick et al.’s (2016) study and their identified six strategies for developing equal partnership collaboration. We used these six strategies as an analytical raster as well as the theory of practice architecture (Kemmis, Wilkinson, Edwards-Groves, Hardy and Grootenboer, 2014) to examine our collaboration in terms of equality in ownership and partnership of the research project and have identified five critical aspects to consider when establishing collaboration between school leaders and researcher. The findings are reported in Forssten Seiser and Portfelt (2022). This study will return to the initial purpose of our research collaboration with the school leaders and focus on our action research process. Through the lens of the theory of practice architecture, we aim to describe what happened within our joint action research processes in the two schools while carrying through the ULF-project. The research questions are: How did the action research processes between school leaders and researchers in the two schools evolve? What enabled and constrained the action research processes? Method/methodology  The entire setup of the collaboration is based on an action research approach and linked to the larger ULF project. Qualitative data is based on audio recordings of meetings between school leaders in the two schools and us as researchers. Participating school leaders were fully informed about the research project and all their rights as participants in accordance with research ethics, and have given their consent to participate in recordings, analyses, and reports of the findings. School A, was a Swedish upper secondary school with 2,000 students and 260 staff members, and a school leader team consisting of nine school leaders. The collaboration in school A  included five principals, two school managers, and both authors. We met seven times over 14 months, resulting in 9,5 hours of recordings. School B, was a Swedish high school with 530 students and 85 staff members. The collaboration in School B was conducted between the principal and one of the authors, which met six times over 12 months, resulting in 6 hours of recordings. The recordings were transcribed and then analysed within N´Vivo 11 programme. Data was sorted out of relevance for the aim of the study and then the action research process was narratively described to correspond to the first research question. Turning to the first research question data was coded into sayings, doings, and relatings accordingly to the theory of practice architecture (Kemmis, Wilkinson, Edwards-Groves, Hardy and Grootenboer, 2014). Analysis continued by focusing on the interrelatedness between different arrangements, or so-called practice architectures, surrounding the action research projects in the two schools, enabling and constraining what happened. The latter corresponds to the second research question.   ResultFindings reveal that the action research processes in the two schools turned out quite similar despite organisational differences, characterised by us, as researchers, initially took most of the initiative to present the research project, suggested actions and what theories to use, how to analyse data, and present findings. Over time the principals became more active and defined themselves as experts in their local schools. They revealed their confusion about how our collaboration was related to the didactic part of the project. It became clear that the principals of both schools and us as researchers had different understandings of the purpose of the research action process. The principals viewed our collaboration as a temporary try-out rather than the intended implementation of a permanently new way to organise the local schools’ internal infrastructures to enable teachers’ collegial planning and preparation of lessons. This led us researchers to critically review our initiation of the research project and how it influenced our collaboration as well as the action research process. The action research process was constrained by social-political arrangements where we as researchers had interpretative priority, dominated cultural-discursive arrangements by the use of abstract concepts, and material-economic arrangements that we as researchers suggested, and enabled by cultural-discursive arrangements where principals opened up about their confusion which enabled democratic dialogue between us as collaboration partners, social-political arrangements where we as collaborators constructed a common understanding of our collaboration, and material-economic arrangements that suited both parties. The findings address the importance of establishing an equivalent partnership before even starting up the actual collaboration and action research process, and develop a common understanding of what the focus is in the collaboration, and for what reasons. This will enable an action research process that will be more meaningful for both parties and increase the local school’s improvement capacity.
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18.
  • Forssten Seiser, Anette, 1965- (författare)
  • Enhanced Pedagogical Leadership : A Critical Participatory Action Reserach Approach
  • 2020
  • Konferensbidrag (refereegranskat)abstract
    • In this presentation, I describe how a group of Swedish school leaders, in a joint critical participatory action research (CPAR) (Kemmis, McTaggart & Nixon, 2014) project, explored and strengthened their pedagogical leadership. In the same way that teaching is sometimes reduced to a kind of technology, the idea persists that there is an effective leadership model that principals can apply regardless of the context. There is a tendency to look at school and school leadership as technical processes whereby high student outcomes are expected to be achieved through rational and effective methods and models. This idea is contradicted by the findings of this action research study, which show that the knowledge that a good pedagogical leader needs is above all the ability to make wise decisions in ethically and morally challenging situations. In this study, the theory of practice architectures (Kemmis & Grootenboer, 2008), which interacts with the choice of methodological orientation, was used to analyse the results. The results of the study show how principals’ pedagogical leadership involves having good relations with others, specifically in terms of learning and making wise assessments during workdays that are filled with moral dilemmas. This means that principals need to possess the ability to handle tense relationships and complex situations. An experienced and well-developed principal is able to make wise decisions during a working day that is full of incompatible circumstances. It is this same ability—or wisdom—that allows skilled principals to stop, reflect and critically review their own practice. Furthermore, the study shows how the principals, through a process of communicative action in which intersubjectivity and unforced consensus were the ideals, developed a common scientific language and critical approach. This development was emancipatory in that this more critical approach prevented the principals from uncritically adopting new leadership and school improvement models and teaching methods. A critical emancipatory approach can strengthen principals’ pedagogical leadership in areas where a technical solution is lacking. For example, such an approach can visualise the structures and norms that constrain and enable a school’s ability to improve successfully, which can make a real difference for students. 
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19.
  • Forssten Seiser, Anette, 1965-, et al. (författare)
  • Ethical dimensions of school leadership
  • 2019
  • Konferensbidrag (refereegranskat)abstract
    • School legislation contains a regulation of school leader’s work, but the law cannot always provide clear answers to how a school leader shall act. A number of ethical considerations are linked to issues that arise (Söderström, 2017). We highlight some of these dilemmas, and the possibilities of developing ethical school leadership. How can school leaders develop an ethically sustainable leadership for and in the future?Theoretical framework: We deduce to Branson´s model of school leaders ethical decisionmaking (Branson, 2010). Ethical decision-making involves considering a decision based on four different perspectives: legal, critical, caring and professional. However, school leaders must develop a personal moral integrity. This encompasses a leader acting empathically, who does good, and is not driven by his own benefit. This entails a leader that is consistent predictable and trustworthy, and a person that can read patterns in life and act with integrity and care for others.
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20.
  • Forssten Seiser, Anette, 1965- (författare)
  • Exploring enhanced pedagogical leadership : an action research study involving Swedish principals
  • 2020
  • Ingår i: Educational action research. - : Taylor & Francis. - 0965-0792 .- 1747-5074. ; 28:5, s. 791-806
  • Tidskriftsartikel (refereegranskat)abstract
    • This article reports on a joint action research study about principals’ pedagogical leadership and what happens when principals explore pedagogical leading. In this study, the theory of practice architectures interacts with the method chosen for analysing the processes and results. Partnerships between universities and practitioners are seen as an important arena for professional development, and the results of this study illustrate how cooperation between scholars and practitioners can promote professional learning and capacity building amongst both parties. The findings show how trustworthy relationships are necessary in order to change the practice and evolve a critical and emancipatory approach among the participants. Student learning and development appear to be important components of the principals’ pedagogical leading. Pedagogical leading is about arranging the conditions for teachers so that they are given the opportunity to improve their teaching. Pedagogical leaders do not only talk about changes but also call for concrete actions in schools’ internal work. Principals’ pedagogical leading involves orchestrating the surrounding arrangements in such a way that they enable school’s learning and collaborative practices. Part of this orchestration involves supporting forms of cooperation so that good norms and a culture that nurtures development are established.
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21.
  • Forssten Seiser, Anette, 1965- (författare)
  • Middle Leaders Facilitating Collaborative Education Practices for Sustainable Development
  • 2024
  • Konferensbidrag (refereegranskat)abstract
    • There is a widespread understanding that schools play a pivotal role in protecting and preserving biological, social, and material resources. However, this requires a certain kind of education practices that support shared responsibility, promote competences in collaboration and facilitate critical and creative thinking. Such practices, denoted in both policy and research as education for sustainable development (ESD), is a response to the need to educate students to cope with the complex challenges associated with sustainable development and future societies. This paper presents a sub-study as part of a larger project (Forssten Seiser et al., 2023) that took place in a municipality in Sweden. ESD was introduced in 2016, and the school administration supported and managed the work for three years. In the sub-study, the function and conditions of ESD facilitators were explored. ESD facilitators are teachers with a function to lead improvement processes towards ESD. As middle leaders, the ESD facilitators’ responsibility was to facilitate dialogue and communication among teaching staff. The ESD process was directed towards a whole school approach, meaning that ESD is fully integrated in the local curriculum and functions as a pedagogical idea (Mogren & Gericke, 2019). In a middle leading position, the ESD facilitators worked from a position between the school leaders and the teaching staff, focusing on both students’ learning and on leading and organizing colleagues’ professional learning (Edwards-Groves & Rönnerman, 2013; Grootenboer et al., 2015). In semi-structured interviews seven ESD facilitators describe their goals, relationships and the practice architectures which enabled and constrained their function as middle leaders. Their reported experiences were analysed in relation to a typology of sustainability change agents (Van Poeck et al., 2017) in which their roles can be positioned along the axes of open-ended vs. instrumental approaches to change and learning, and personal involvement vs. personal detachment. Results show how the ESD facilitator function were more open-ended in schools where there was room for dialogue, reflexive discussions, and collaboration. In schools where there was little space for these activities, the facilitator function became more instrumental. The results show how a lack of dialogue and collaboration created challenges to integrating ESD as a holistic pedagogical idea. An individualistic school culture emerged as a plausible explanation for teachers’ resistance to other teachers acting as ESD facilitators and, that contextual factors relating to the organization and culture have significant influence on middle leaders and their ability to fulfil their assignments. References: Edwards Groves, C., & Rönnerman, K. (2013). Generating leading practices through professional learning. Professional development in education, 39(1), 122-140.Forssten Seiser, A., Mogren, A., Gericke, N., Berglund, T., & Olsson, D. (2023). Developing school leading guidelines facilitating a whole school approach to education for sustainable development. Environmental Education Research, 29(5), 783-805. https://doi.org/10.1080/13504622.2022.215198Grootenboer, P., Edwards-Groves, C., & Rönnerman, K. (2015). Leading practice development: voices from the middle, Professional Development in Education, 41(3), 508-526, DOI: 10.1080/19415257.2014.924985Mogren, A., & Gericke, N. (2019). School leaders’ experiences of implementing education for sustainable development: Anchoring the transformative perspective. Sustainability, 11(12), 3343.Van Poeck, K., Læssøe, J., & Block, T. (2017). An exploration of sustainability change agents as facilitators of nonformal learning: Mapping a moving and intertwined landscape. Ecology and Society, 22(2). 
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22.
  • Forssten Seiser, Anette, 1965- (författare)
  • Principals exploring pedagogical leadership
  • 2014
  • Konferensbidrag (refereegranskat)abstract
    • School and school leadership are discussed frequently in different media In Sweden, with different actors and in different arenas. This is a pattern that shows that the school organisation is an issue that arouse interest and engages. An actor with a particular major lobbying force is the media. The image that the media choose to present has significant influence over how the public perceives the Swedish school system. Although the picture presented is not unequivocal, the dominant picture is not a positive one. This has contributed to that the common swede is now more pensive, and even concerned about the work being done in Swedish schools. A further result is that faith in school principal and teachers has decreased in the resent decades. This in turn has created space for other actors to step forward and 'tell' how schools should be run to achieve the best results.  One prevailing view is that the distance between scientific research and the work done in classrooms are too far. One possible explanation for this may be that many studies are not based on teachers ' and school leaders' genuine needs. I believe that research from a practitioner's perspective gives access to the knowledge that is embedded in those who practice the profession every day.  In this presentation I will talk about a study where principals and a researcher explore pedagogical leadership together in an action research.    Principal´s pedagogical leadership is an important issue to examine since the general perception is that this kind of leadership is needed to be improved and given a wider scale in the school organization. We could conclude, after studying how such leadership can be recognized, that this leadership is most common understood as "good leadership". It is advocated and demanded, but at the same time there are different interpretations about what characterizes it. A further complicating factor is that there are several descriptions of how it could or should be put into practice. Our entry into the study was that there is a leadership that is advocated, but also a leadership that is surrounded by uncertainty and ambiguity in how it can be embodied in practice.  Practice architecture is the theoretical framework that has been used to analyse the results in the study. 
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23.
  • Forssten Seiser, Anette, 1965-, et al. (författare)
  • Rektorer förädlar sitt pedagogiska ledarskap
  • 2016. - 1
  • Ingår i: Fångad av praktiken. - Göteborg : Göteborgs universitet. - 9789186857172 - 9789186857165 ; , s. 93-114
  • Bokkapitel (övrigt vetenskapligt/konstnärligt)
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24.
  • Forssten Seiser, Anette, 1965-, et al. (författare)
  • Rektorer i utbildning : Drivkrafter för ett lärande i sampsel
  • 2021
  • Ingår i: Högre Utbildning. - : Cappelen Damm Akademisk. - 2000-7558. ; 11:1, s. 79-79
  • Tidskriftsartikel (refereegranskat)abstract
    • Välutbildade skolledare ses som en viktig faktor i utveckling av den lokala skolan. År 2010 blev därför Rektorsprogrammet en obligatorisk utbildning på avancerad akademisk nivå. I en undersökning följer vi en grupp rektorer under de tre år de deltar i programmet. I denna artikel presenteras resultatet av en delstudie i den mer omfattande undersökningen om rektorer i utbildning. Under utbildningen är deltagarna organiserade i ”lärgrupper” i vilka de förväntas arbeta och lära tillsammans. Intentionen är också att ge rektorerna erfarenheter av ett lärande i samspel med kollegor. Delstudiens syfte är att undersöka och förstå rektorernas beskrivningar av de aktiviteter som sker inom studiegruppen. Forskningsfrågor är: 1. Vilka drivkrafter är möjliga att identifiera i rektorers beskrivning av de aktiviteter som sker inom lärgrupperna? 2. Vad möjliggör och begränsar det gemensamma lärandet inom lärgrupperna? Materialet analyseras med hjälp av teorin om praktikarkitekturer.
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25.
  • Forssten Seiser, Anette, 1965- (författare)
  • Rektorers erfarenheter av att ingå i en lärande gemenskap
  • 2021. - 1
  • Ingår i: Att jobba som rektor. - Lund : Studentlitteratur AB. - 9789144152103 ; , s. 167-178
  • Bokkapitel (populärvet., debatt m.m.)abstract
    • Det finns många krav och förhoppningar på skolan[1]. Ett väl utbildat folk och professionella yrkesutövare ses ofta som en vaccination mot en antidemokratisk samhällsutveckling. Det kan också ses som en investering för konkurrenskraft och ekonomisk tillväxt. Lösningar på både stora och små problem pekar också ut rektorer och lärare som viktiga yrkesprofessioner och aktörer. De förväntas ha en roll när det gäller saker som att utveckla bättre matvanor, trafikvett, sexualvanor och folkvett. Länge sågs trygghet och studiero råda i den svenska skolan och våra elever presterade i topp på internationella kunskapsmätningar. I början av 2000-talet började rapporterna om läget i den svenska skolan handla mer om sjunkande kunskapsresultat och ökad otrygghet och studieoro. Ett stort ansvar lades på skolans ledning och speciella förhoppningar ställdes på att stärka rektorers professionaliseringsprocess så att rektorer skulle utvecklas i sitt yrkesutövande och bättre kunna leda skolans förbättringsarbete. Välutbildade rektorer sågs som en framgångsfaktor och år 2010 genomfördes en reformering av skolledarutbildningen från 1970-talet. Utbildningen är en obligatorisk befattningsutbildning på tre år som omfattar 30 högskolepoäng. Det verkar finnas ett antagande om att det som rektorerna lär sig inom rektorsprogrammet ska leda till att de utvecklar sitt professionella yrkesutövande och att en logisk följd är att skolors måluppfyllelse förbättras. 
  •  
26.
  • Forssten Seiser, Anette, 1965-, et al. (författare)
  • School improvement as a Whole School Approach to Education for Sustainable Development
  • 2024
  • Konferensbidrag (refereegranskat)abstract
    • Research topicThere is a widespread understanding that schools play a pivotal role in protecting and preserving biological, social, and material resources, as education is a well-proven strategy for fostering the coming generations and empowering individuals to think and perform in wise and respectful ways. However, this requires a certain kind of education that supports shared responsibility and promotes competences in collaboration and critical and creative thinking. This approach, which in both policy and research has been denoted education for sustainable development (ESD), is a response to the need to educate students to cope with the complex challenges associated with sustainable development and future societies. This is an approach that to some degree challenges traditional schooling and calls for an education that empowers students by enhancing their action competences and their awareness of how to contribute to positive sustainable changes with the purpose of transforming society in a more sustainable direction (Forssten Seiser et al, 2022). This project took place in a mid-sized municipality in Sweden. ESD was introduced in 2016, and the school administration supported and managed the work for 3 years. The process was organized and described as professional development and as a partnership between researchers and school leaders.  
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27.
  • Forssten Seiser, Anette, 1965-, et al. (författare)
  • School leaders in education
  • 2020
  • Konferensbidrag (refereegranskat)abstract
    • Today there are high expectations that principals will lead the improvement in Swedish schools and that students’ outcomes will increase. There is also a broad consensus that highly trained school leaders are the key to success and therefore school leader training is an important tool to support principals’ endeavours. One consequence of this development is that the national program for school leaders has become mandatory for newly appointed principals in Sweden. The participating principals need to set aside approximately 20 percent of their time to this three-year program. Since resources are allocated and expectations are high, we believe it is important to study if there are any tangible effects from the program’s efforts. The purpose of this ongoing research is to examine what the principals are experiencing during their time in the training program. We also want to study if the program is affecting the schools’ practices and the principals’ leadership Methods: In the research, we are following seven principals, six of whom began the program in the autumn of 2017 and one who started six months later. The data, in the form of interviews, are collected in three steps: 1) Individual interviews with the principals. These interviews were conducted just after the principal started the training program. During the same period, we also conducted group interviews with teachers and students. 2) Individual interviews with the principals after they had completed half the program. 3) A repeat of Step 1 after the principals completed the entire program. Step 3 also includes the group interviews with teachers and students. Currently, the first two steps have been completed.Theoretical framework: A school’s infrastructure is one way of describing its organization or internal life (Ekholm & Fransson, 1988), and it is the theoretical framework for the interview questions. It is also the framework used to analyse the material. Furthermore, the theor ofty of ‘ecologies of practice’ is applied (Kemmis, Wilkinson, Edwards-Groves, Hardy & Grootenboer, 2014), which allows investigating whether it is possible to distinguish some traces of the school leader program in the activities of the schools in question.Preliminary results: The study’s design is discussed in our presentation. Furthermore, some reflections are presented on what can be seen in the data so far
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28.
  • Forssten Seiser, Anette, 1965- (författare)
  • Skola på vetenskaplig grund
  • 2015
  • Konferensbidrag (refereegranskat)abstract
    • Utbildning och skola är ämnen som alltid intresserat många och idag är inget undantag. På den politiska arenan har skolfrågor blivit allt viktigare då partiernas skolpolitik kan vara avgörande för vilket parti människor väljer att rösta på. Att politiker vill vara med och påverka skolors konkreta arbete har märkts bland annat på de senaste årens omfattande reformarbete som på olika sätt inverkat på elevers, lärares och rektorers arbetssituation. Flera av de reformer som genomförts syftar till att få skolans kärnverksamhet mer vetenskaplig och systematisk. En vanligt förekommande uppfattning idag är att avståndet mellan utbildningsvetenskapliga forskningsresultat och det arbete som sker i klassrummen är för långt. En röst som hörs i debatten är att utbildningsvetenskaplig forskning inte baseras på lärares och skolledares äkta behov. Detta har bidragit till att intresset för praktikorienterade studier ökat och att idag är allt fler lärare och skolledare aktiva aktörer i uppbyggnaden av den utbildningsvetenskapliga forskningen. Som grund för denna utveckling verkar det finnas ett antagande om att en ökad vetenskaplighet leder till högre kvalitet på arbetet i skolorna och därmed också högre elevresultat. Denna utveckling är intressant och väcker en del funderingar. Vad innebär en skola på vetenskaplig grund och beprövad erfarenhet? Hur kommer det sig att tilltron till systematik och vetenskap är så stor idag? Betraktas vetenskap som säkerställd kunskap och därmed en garant för hög måluppfyllelse och goda elevresultat?  Men om det inte finns en utan flera olika teoretiska anspråk på vetenskaplighet hur ska då skolans professionella veta vilken vetenskap som fungerar bäst i skolan? Hur utvärderar man om utbildningen vilar på en vetenskaplig grund? Syftet med denna presentation är att diskutera och problematisera den rådande diskursen om vetenskaplighet som ett viktigt verktyg i skolors förbättringsarbete och hur detta påverkat val av ansats i mitt pågående avhandlingsarbete. 
  •  
29.
  • Forssten Seiser, Anette, 1965- (författare)
  • Skolförbättring med vetenskaplig grund : Så stärktes ett pedagogiskt ledarskap
  • 2019. - 1
  • Bok (populärvet., debatt m.m.)abstract
    • Boken riktar sig i första hand till skolledare och lärare som vill förbättra och driva skolans utveckling framåt och den kan användas som en inspiration för att komma igång med ett aktionsforskande arbete. I texten åskådliggörs hur man kan gå till väga genom att läsaren får en inblick i vad som hände när några rektorer undersökte och prövade sitt pedagogiska ledarskap.Aktionsforskningen innebär att systematisk undersöka och pröva olika praktiska dilemman och att bidra till förändring. Efter ett och ett halv år av aktionsforskande samarbete konstateras att arbete genererat kunskap med direkt relevans för ett pedagogiskt ledarskap samtidigt som det bidragit till konkreta förbättringar i praktiken. Istället för att se rektor som skolans solitära pedagogiska ledare visade rektorernas aktioner att det är ett ledarskap som stärks när fler på skolan delar ansvaret. Kortfattat kan det beskrivas som att ordna förutsättningar och villkor för att stödja en lärande och samarbetande praktik på den lokala skolan, med en viljeinriktning mot barns och elevers lärande och utveckling.
  •  
30.
  •  
31.
  • Forssten Seiser, Anette, 1965- (författare)
  • Spelar forskning om skolor någon roll?
  • 2024
  • Ingår i: Kapet (elektronisk). - Karlstad : Karlstads universitet. - 2002-3979. ; 20:1, s. 1-7
  • Tidskriftsartikel (övrigt vetenskapligt/konstnärligt)abstract
    • Att utbildningen i skolan ska vila på vetenskaplig grund finns sedan 2010 inskrivet i den svenskaskollagen. Det har bidragit till att det idag pågår flera olika statliga satsningar för att öka tillgångentill utbildningsvetenskaplig forskning, vilket har förbättrat lärares och skolledares möjligheter atttillämpa forskningsbaserade kunskaper i sitt yrkesutövande. Satsningarna är välkomna eftersomden forskning som görs är fortsatt blygsam i jämförelse med den som görs inom andra områden,så som sjukvård och teknik. Samtidigt som satsningar på utbildningsvetenskaplig forskning ärvälkomna är det också berättigat att fundera på om den forskning som görs spelar någon roll fördet arbete som sker i våra skolor runtom i landet. I den docentföreläsning som jag gav den 18oktober 2023 valde jag att reflektera kring denna frågeställning och att understryka attforskningens betydelse för skolors inre liv kan och bör öka. Vidare presenterade jag egnagenomförda skolutvecklingsstudier, som då fick representera exempel på hur denutbildningsvetenskapliga forskningen kan spela roll för skolors inre liv samtidigt som skolorsangelägna frågor och dilemman påverkar forskningen. Den här artikeln bygger på mindocentföreläsning.
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32.
  • Forssten Seiser, Anette, 1965- (författare)
  • Stärkt pedagogiskt ledarskap : Rektorer granskar sin egen praktik
  • 2017
  • Doktorsavhandling (övrigt vetenskapligt/konstnärligt)abstract
    • The aim of the study is to generate knowledge about principals´ pedagogical leadership practice. Furthermore, the study aims at generate knowledge of what is happening in a joint action research practice when principals explore a pedagogical leadership. In the study the theory of practice architectures interacts with the choice of methodological orientation and is used to analyse the results. The study is embedded in the Nordic action research tradition. Partnership between universities and practitioners is seen as an important arena for professional development. The results are of importance to the principals who daily work to improve their schools. The students' learning and development appear to be an important and almost obvious component of the principal´s pedagogical leadership practice. The principal's pedagogical leadership is defined as an indirect leadership in which the principal focuses on arranging the conditions for the teachers so that they are given the opportunity to improve their teaching. A pedagogical leader is not just talking about changes, he/she also calls for concrete actions in the school's internal work. The principals´ pedagogical leadership can be described as orchestrating the surrounding arrangement in such a way that they enable a learning and collaborative practice at the school. Part of this orchestration is about supporting forms of cooperation so that good norms and a development-promoting culture are established. The study shows how trustworthy relationships in the groups were absolutely necessary for the participants to be able to change their understanding of the pedagogical leadership. The changes in the joint action research practice have been described as three stages: the establishment stage, the testing stage and the critical stage, where the names of the stages characterize what happened in the groups during different periods of time in the change process. A critical and emancipatory approach was developed in the process. 
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33.
  • Forssten Seiser, Anette, 1965-, et al. (författare)
  • The Impact of the Swedish National Principal Training Programme on Principals’ Leadership and the Structuration Process of School Organisations
  • 2022
  • Ingår i: Research in Educational Administration and Leadership. - : Educational Administration Research and Development Association. - 2564-7261. ; 7:4, s. 826-859
  • Tidskriftsartikel (refereegranskat)abstract
    • Principals have an important function in schools’ ability to create high-quality learning and teaching. As the expectations placed on principals are high, large resources are invested in school leadership training, thus necessitating research on the impact of such initiatives. In this article, we report on a longitudinal research study on the training programme for principals in Sweden. The aim was to examine the programme’s impacts on the principals’ leadership and school organisations. We did this by interviewing principals, teachers and students at four schools during the principals’ participation in the programme. Giddens’s theory of structuration was used to analyse the study. The results showed that leadership needs to be foregrounded throughout the training and that awareness of the function of principals in leading schools’ structuration processes (i.e., their creation of meaning making) should be clarified.
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34.
  • Forssten Seiser, Anette, 1965-, et al. (författare)
  • The Impact of the Swedish National Principal Training Programme on School Leaders’ Actions : Four Case Studies
  • 2022
  • Konferensbidrag (refereegranskat)abstract
    • School leaders’ actions have become an important aspect of research into schools’ ability to create high-quality learning and teaching. As expectations of school leaders are high and large resources are invested in principals’ education, there is a need to study the effects of these educational initiatives. In this article, we report on longitudinal research studying the national training programme for principals in Sweden. The emperical data is based on individual semi-structured interviews with principals, teachers and students at four Swedish schools. The aim is to examine various aspects of the programme’s impacts on both school organisations and principals’ leadership in practice. Using Giddens’ theory of structuration (Giddens, 1984), we focus on the common meaning making—the so-called structuration process—in the participating schools. Structures are not; rather, they are created and recreated in a process constantly influenced by the agents. Furthermore they are manifested in rules and routines that can be understood as invisible, underlying codes that arise in everyday interactions and are expressed in actions. Giddens’ theory of structuration enabled us to identify prominent changes that occurred in the participating schools during the study. Our research questions are as follows:1.     How does the structuration process emerge based on principals’, teachers’ and students’ views on the rules and routines that constitute the local school?2.     What connections are to be found between principals’ participation in the programme and how they perform as leaders in the structuration process in their local school?
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35.
  • Forssten Seiser, Anette, 1965-, et al. (författare)
  • To explore a practice
  • 2017
  • Konferensbidrag (refereegranskat)abstract
    • The aim of the study is to describe and discuss how the lens of practice architectures can be used to understand and develop the educational practice within the Swedish national school leader programme. Data is derived from a pilot study comprising observations in a group of school leaders attending the programme. Two researchers followed the educator during three days, taking notes in an observation protocol. The focus was on the sayings, doings and relatings being expressed in the practice. In the analysis, the empirical data have been used to make visible how the educational practice is enabled and constrained. The theory of practice architectures (Kemmis & Grootenboer, 2008) is based on an ontology regarding the social world as composed of practices. A practice comes to the fore in sayings, doings and relatings (how the individuals relate within and outside a specific practice). Practice architectures consist of the arrangements that enable and constrain a practice. They are concrete and tangible and they emerge in three intersubjective media: the semantic, the physical and the social dimension. The educational practice in the school leader programme is regarded as part of an ecology of practices (Kemmis et. al., 2014) including the practice of the school leaders learning, the practice of professional learning, etc.     
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36.
  • Forssten Seiser, Anette, 1965- (författare)
  • Vetenskapligt parterskap mellan forskare och rektorer
  • 2021. - 1
  • Ingår i: Att förbättra skolor med stöd i forskning. - Stockholm : Natur och kultur. - 9789127827660 ; , s. 253-276
  • Bokkapitel (populärvet., debatt m.m.)
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37.
  • Forssten Seiser, Anette, 1965- (författare)
  • When the Demand for Educational Research Meet Practice : A Swedish Example
  • 2021
  • Ingår i: Research in Educational Administration and Leadership. - : Turkish Educational Administration Research & Development Association. - 2564-7261. ; 6:2, s. 348-376
  • Tidskriftsartikel (refereegranskat)abstract
    • There seems to be an assumption that an enhanced scientific foundation, in form of an application of research results, leads to better quality in schools and also to better student outcomes. The objective in this article is to explore how this demand can emerge in an action research project as well as in school principals' daily life. This is done in form of a case study were a group of principals enters a partnership with a researcher in their quest to apply a scientific approach in their own and, in their teachers' professions. This study provides a pertinent example of how this demand can emerge in practice. The theory of practice architectures (Kemmis & Grootenboer, 2008) is used as an analytical framing. The research questions are as follows: 1) How do the principals understand and realise the demand of a scientific approach in their roles as pedagogical leaders? 2) What happens when a group of principals and a researcher enters a partnership? 3) What practice architecture affect the partnership between the principals and the researcher? 4) What practice architecture affect the principals' pedagogical leadership actions in their schools?
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38.
  • Francisco, Susanne, et al. (författare)
  • Professional learning that enables the development of critical praxis
  • 2023
  • Ingår i: Professional Development in Education. - : Taylor & Francis. - 1941-5257 .- 1941-5265. ; 49:5, s. 938-952
  • Tidskriftsartikel (refereegranskat)abstract
    • Professional learning is increasingly understood as vital for the development of educators, and for the development of a strong educational system. We argue that the most essential purpose of professional learning is for the development of critical praxis. Critical praxis is related to action that is morally, socially and politically informed. This action is undertaken with an awareness of possible consequences together with the intention to make positive contributions to society and to humankind. Critical praxis in education is an intentional action (or associated reflexivity) informed by critical questioning related to the social, moral and political purpose of education. Critical praxis is tightly connected with learning experiences. This article looks at three examples of the development of critical praxis through professional learning, across three different educational settings. We explore the practice architectures that enable and constrain critical praxis in professional practice and identify three key themes in relation to the development of critical praxis: agency, power and relational trust. We argue that the potential power of professional learning is in supporting and developing the capacity to question institutionalised habits or educational practices that may be in conflict with values, purpose and moral intentions, in order to create positive change.
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39.
  • Fransisco, Susanne, et al. (författare)
  • Professional Learning for Critical Praxis in Education.
  • 2019
  • Konferensbidrag (refereegranskat)abstract
    • This paper focuses on professional learning that enables and supports critical praxis in education. It draws on three different research projects: a Swedish project that explores a critical action research project where principals and a scholar participated as equal partners, investigating leading; an Australian project that investigated how action research as a form professional learning can support pedagogical middle leading during curriculum reform; and an international project undertaken by academics from Norway, Finland, Sweden and Australia that explores critical praxis in higher education. The research question being addressed in this paper is “what enables and constrains professional learning for critical praxis in education?”There are a range of understandings of the concept of praxis (ref). Kemmis and Smith (2008) identify praxis as “what people do when they take into account all the circumstances and exigencies that confront them at a particular moment and then, taking the broadest view they can of what it is best to do, they act (p.4).” Mahon et al (2018) define critical educational praxis as “a kind of social-justice oriented, educational practice/praxis, with a focus on asking critical questions and creating conditions for positive change (p. 2). In this paper we use this as our working definition of critical educational praxis.  We argue that critical educational praxis is an important component in supporting the development of “opportunities for sustainable, peaceful and equitable co-existence that appreciates diversity and diversification under conditions of uncertainty and risk now and in the future 
  •  
40.
  • Gericke, Niklas, 1970-, et al. (författare)
  • How to instituitionalize a whole school approach to ESD
  • 2024
  • Ingår i: <em>Whole school approaches to sustanibility</em>. - : Springer. - 9783031561719 - 9783031561726 - 9783031561740 ; , s. 57-69
  • Bokkapitel (refereegranskat)abstract
    • The theoretical framework and empirical examples presented in this chapter stem from school improvement research and can be used by schools that want to work practically according to a whole school approach (WSA) toward education for sustainable development (ESD) through policymakers who want to establish guidelines enabling the implementation of WSA to ESD and through researchers who want to investigate and analyze the process of institutionalizing WSA to ESD. 
  •  
41.
  • Grice, Christine, et al. (författare)
  • Decentering pedagogical leadership : Educational leading as pedagogical practice
  • 2024
  • Ingår i: Decentering leadership. - Oxon : Routledge. - 9781032599441 - 9781003456919 ; , s. 89-107
  • Bokkapitel (refereegranskat)abstract
    • Pedagogical leadership is increasingly emphasised in education policies and leadership standards. Yet conceptualisations of pedagogy and pedagogical leadership vary, from a focus on compliance that operationalises the role of formal school leaders, through to notions of pedagogical leadership as a praxis-oriented practice. This paper focuses on pedagogical leading practices in school settings in Sweden and Australia. Utilising the theory of practice architectures, it explores how historical notions of pedagogical leadership have changed over time in the two countries.Findings show that there are different depths of pedagogical understanding and differences between understandings of individual and collective pedagogy in policy, school leadership and practice in Australia. The traditional way of understanding pedagogical leadership in Sweden is being challenged with ideas that focus on efficiency and student outcomes and where the school’s principal is foremost seen as the school’s pedagogical leader. There is a decentering of pedagogy in both countries in which pedagogy is viewed as a model of individual attainment over the collective moral responsibility of education.Both cases raise questions about the state of educational leadership and pedagogical leadership globally and the decentering of pedagogy from students, the ultimate purpose of pedagogical practice. Educators need to reclaim the original meaning of pedagogy in order to reclaim the core purpose of education for shaping human society. How pedagogy and pedagogical leadership is understood in context will determine the extent to which they are seen as praxis-oriented practices. Properly understanding pedagogy is one way of decentring the popular role title ‘pedagogical leader’.
  •  
42.
  • Grice, Christine, et al. (författare)
  • Decentring pedagogical leadership : educational leading as a pedagogical practice
  • 2023
  • Ingår i: Journal of Educational Administration & History. - : Taylor & Francis. - 0022-0620 .- 1478-7431. ; 55:1, s. 89-107
  • Tidskriftsartikel (refereegranskat)abstract
    • Pedagogical leadership is increasingly emphasised in education policies and leadership standards. Yet conceptualisations of pedagogy and pedagogical leadership vary from a focus on compliance that operationalises the role of formal school leaders, through to notions of pedagogical leadership as a praxis-oriented practice. This paper focuses on pedagogical leading practices in school settings in Sweden and Australia. Utilising the theory of practice architectures, it explores how historical notions of pedagogical leadership have changed over time in the two countries. Findings show that there are different depths of pedagogical understanding and differences between understandings of individual and collective pedagogy in policy, school leadership and practice. Both cases raise questions about the state of educational leadership and pedagogical leadership globally and the decentring of pedagogy from students, the ultimate purpose of pedagogical practice. Properly understanding pedagogy is one way of decentring the popular role title ‘pedagogical leader’.
  •  
43.
  • Hirsh, Åsa, et al. (författare)
  • Emotional Labour of Swedish Principals in Low Socioeconomic Status Communities
  • 2024
  • Konferensbidrag (refereegranskat)abstract
    • This paper examines principals’ emotional, and often invisible, work (Hochschild, 1983; cf. Wilkinson, 2021). Recent studies undertaken in a long-term network collaboration between school principals in low socioeconomic status Swedish communities and educational researchers, show how leadership is learned and shaped in and by context specific circumstances, entailing several challenges. The most prominent challenges are connected to a) high population mobility, b) comprehensive linguistic and cultural diversity, c) comprehensive knowledge diversity, and d) an intense problem complexity, i.e., a dense flow of extraordinary incidents in and around the schools (Hirsh et al., 2023). Although not explicitly elaborated on in these studies, the results also indicate that emotions are a prominent, albeit often unspoken, part of the principals' work. In this study, we re-analyse the same data that led to the above-mentioned findings, with specific interest directed towards finding discursive manifestations of emotional labour. Additionally, the new analysis is directed towards understanding and explaining principals’ emotional labour through a practice architectures lens. Principals’ leading is explored as a practice that consists of sayings, doings and relatings conditioning and conditioned by site-specific cultural-discursive, material-economic, and social-political arrangements (Kemmis et al., 2014). The empirical data underlying this study consists of five audio-recorded peer group dialogues between principals (N=20), conducted within the framework of the longitudinal R&D collaboration mentioned above. Our preliminary results show that some site-specific conditions in particular involve emotional labor: Work intensification, clearly connected to the context-related challenges that the previous study made visible and navigating the local policy context. We suggest that understanding emotional labor as an essential and demanding aspect of principals' work is necessary for the building of support structures around them, which in the long run can counter the impact of work intensification. Preliminary analysis also makes visible how the intertwined site-specific arrangements condition the principals' leading practices, and how they navigate and learn 'how to go on' based in the emotional labor. This suggests that emotional labor can be understood as conditions for educational leading practices, sometimes perceived as a burden for the individual but indeed also as important, site-based practice knowledge that gives principals’ work joy and meaning. Further, the methodological approach in the R&D collaboration, i.e., the peer-dialogues, seem to empower the principals and trigger agentive action in terms of proposing and initiating educational and workplace changes (cf. Hirsh et al, 2023).References:Hirsh, Å., Liljenberg, M., Jahnke, A., & Karlsson Perez Å. (2023). Far from the generalised norm: Recognising the interplay between contextual particularities and principals’ leadership in schools in low-socio-economic status communities. Educational Management Administration & Leadership, 1-18. DOI: 10.1177/17411432231187349Hochschild, A. R. (1983). The managed heart: Commercialization of human feeling. University of California Press.Kemmis, S., Wilkinson, J., Edwards-Groves, C., Hardy, I., Grootenboer, P., & Bristol, L. (2014). Changing practices, Changing education. Springer. Wilkinson, J. (2021). Educational leadership through a practice lens: Practice matters. Springer. 
  •  
44.
  • Johansson, Emelie, Doctoral student, 1985-, et al. (författare)
  • Principals’ Professional Learning as Praxis-Oriented Change – Leading Digitalisation in Preschool Education
  • 2024
  • Ingår i: Research in Educational Administration and Leadership. - : Dokuz Eylul University. - 2564-7261. ; 9:1, s. 1-38
  • Tidskriftsartikel (refereegranskat)abstract
    • This article takes a practice perspective on professional learning to contribute through an empirical example of how professional learning can be arranged to enable change in and for professional practice, as well as for nurturing praxis. The theory of practice architectures is used to analyse the process of an action research (AR) in which principals investigated and changed their ways of leading digitalisation in preschool education. The theorising of the co-production of practices was used to visualise how the changes were enabled in this process, as the practices for professional learning and leading became interdependent through shared practice architectures. The findings describe how such a co-production of practices enabled a process in which the principals went from a technical to a practical approach to change, when leading digitalisation, which further resulted in a critical stance. This was a process that manifested professional learning as praxis-oriented change in which the principals’ professional judgement increased. 
  •  
45.
  • Langelotz, Lill, et al. (författare)
  • Emotional labor of Swedish Principals in low socioeconomic status communities
  • 2024
  • Konferensbidrag (refereegranskat)abstract
    • This paper aims to examine principals’ emotional, and often invisible, work (cf. Wilkinson, 2021). Recent studies undertaken in a long-term network collaboration, between school principals in low socioeconomic status (SES) Swedish communities and educational researchers, show how leadership is learned and shaped in and by context specific circumstances, entailing several challenges. The most prominent challenges are connected to a) high population mobility, b) comprehensive linguistic and cultural diversity, c) comprehensive knowledge diversity, and d) an intense problem complexity; a dense flow of extraordinary incidents in and around the schools (Hirsh et al., 2023). Although not explicitly elaborated on in these studies, the results also indicate that emotions are a prominent, albeit often unspoken, part of the principals' work. A practice architectures lens is here combined with the notion of emotional labor (Hochschild, 1983). Principal leadership i.e., leading is here explored as a practice that consists of sayings, doings and relatings conditioning and conditioned by site-specific cultural-discursive, material-economic, and social-political arrangements (Kemmis et al., 2014). From a practice perspective, emotions ‘do not belong to individuals but – in the form of knowledge – to practices’ (Reckwitz, 2002 p. 254).  We used the above-mentioned findings (Hirsh et al., 2023) and carried out a re-analysis of the same data, this time specifically aimed at finding discursive manifestations of emotional labor. Additionally, the new analysis is directed towards understanding and explaining principals’ emotional labor in the light of the practice theory.    The empirical data consists of 20 principals’ peer group-dialogues over three years. The conversations of their everyday practices were recorded and examined (Hirsh et al., 2023). In this paper, five audio-recorded sessions (each approx. 2h from 2020, 2021) were analyzed.   Our preliminary results show how the intertwined site-specific arrangements conditioning the leading practices became visible, challenged and re-negotiated in the principals’ peer-dialogues, and how the principals navigate and learn ‘how to go on’ based in the emotional labor. These results suggest that emotional labor can be understood as multi-dimensioned conditions of educational leading practices, sometimes perceived as a burden for the individual but indeed also as important, site-based practice knowledge that gives principal work joy and meaning.   Further, the methodological approach in the seminar series - the peer-dialogues – seems to empower principals to (propose) educational changes to politicians and municipality organizer (cf. Hirsh et al, 2023), a contribution to both (Nordic) research and practitioner communities. References Hirsh et al., 2023 Far from the generalised norm: Recognising the interplay between contextual particularities and principals’ leadership in schools in low-socio-economic status Communities. Educational Management Administration & Leadership. 1-18.  Hochschild, A. R. (1983). The managed heart: commercialization of human feeling. University of California Press.  Kemmis, S., Wilkinson, J., Edwards-Groves, C., Hardy, I., Grootenboer, P., & Bristol, L. (2014). Changing Practices, Changing Education. Springer.   Wilkinson, J. (2021). Educational Leadership through a Practice Lens. Springer. 
  •  
46.
  • Langelotz, Lill, et al. (författare)
  • Swedish Principals' Emotinal Labour
  • 2024
  • Ingår i: Cross National Conversations on the Adventures of Pedagogy, Education, and Praxis.
  • Konferensbidrag (refereegranskat)abstract
    • Five children from the same family, did not show up in school today…their classmates, and teachers are devastated… The Migration Authority kept the mother after a meeting at their office...and her small children were sent home in a taxi to the father. And this morning the whole family were … by the police /…/ think they were sent to Germany… it will affect the budget… I need to sack teachers… (Principal A). And this is my passion. I love working in this environment, where diversity is everywhere… we do not talk about the… passion, the gratefulness, and the joy in these schools. And that is a pity (Principal B). The quotations, from interviews with principals leading schools in structurally disadvantaged areas in Sweden, reflect principals’ sense of “what is right and wrong” (Nicolini, 2012, p. 5) and the emotional knowledge that are part of contemporary educational practices. In this presentation attention is directed towards various forms of knowledge needed in educational leading practices to foster a socially just school. A particular emphasis is placed on emotions, which according to our understanding “do not belong to individuals but – in the form of knowledge - to practices” (Reckwitz, 2002, p. 254). The aim in the presentation is to explore and discuss principals’ everyday work in Swedish schools, in nationally and globally volatile times. We are taking a site-ontological practice approach on leadership by using the theory of practice architectures (Kemmis et al., 2014) to study principals’ work and how emotions come into play in the daily leading practices. Leadership is here understood as a practice comprised by sayings-doing-relatings (Langelotz, 2017, p. 25) hold in place by its architectures; the cultural-discursive, material-economic, and social-political arrangements (Kemmis et al., 2014).  
  •  
47.
  • Liljekvist, Yvonne, 1967-, et al. (författare)
  • Building infrastructures for collegial planning and preparation : A model for subject-didactic school development
  • 2021
  • Konferensbidrag (refereegranskat)abstract
    • This paper will present an ongoing research project in a Swedish national programme for cooperation between schools and universities (www.kau.se/ulf ). The aim is to provide knowledge regarding how teachers plan and prepare lessons (PaP) in different subjects so that those techniques can be modelled. Further, by comparing different subjects, we will also learn more about the way in which disciplinary boundaries affect the planning process. RQ: How does collegial cooperation affect the practice and the quality of teacher planning and preparation? PaP is vital for high-quality in teaching and thus for student learning (Hattie, 2008; Mertens et al., 2010). Nevertheless, the infrastructure to support PaP is often poorly developed. In Sweden, as in many other countries, PaP is mainly the responsibility of individual teachers, disconnected from the local school organisation (Darling-Hammond & Rothman, 2011; Ellegård & Vrotsou, 2013; OECD, 2020). Indications of deficiencies in such infrastructures include fragmentation of time for planning, absence of functional collaborative settings, lack of routines and relevant input of new knowledge (Nordgren et al.,2019). This project bring together the fields of subject didactic (e.g. Hudson, 2016) and school development (e.g. Jarl, Blossing, & Andersson, 2017). We argue that PaP is a key to school development and that subject specific knowledge and skills associated with good PaP should be at the centre of teacher professional development (cf. Carlgren, 1999; Deng, 2018) to meet the challenges having creativity, literacy, and critical thinking as central aspects of teaching.In our presentation we will discuss how possibilities and restrains in the collegial setting affect the subject-oriented planning teams. We draw on data from planning team meetings (audio recordings, planning documents, etc.). Subject specific, as well as generic variation in the planning teams’ activity enhance our knowledge on how such designated communities can support PaP.
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48.
  • Lill, Langelotz, et al. (författare)
  • Emotional labour of Swedish school principals : Neglected site-based practice knowledge
  • 2025
  • Konferensbidrag (refereegranskat)abstract
    • Vast recruitment problems, high principal turnover, increased market competition and political reforms have intensified relational tensions within and between schools in Sweden.This is devostating for students as well as for the professionals. The aim of this paper is to explore, and deepen the knowledge on, Swedish principals’ work in times when aggravating aspects in schools - threats, high population mobility, comprehensive linguistic, diverse knowledge level, and a dense flow of exceptional incidents in and around the schools - require principals’ emotional resilience.Principals’ leading is here explored as a practice: i.e. the sayings, doings and relatings conditioning and conditioned by site-specific cultural-discursive, material-economic, and social-political arrangements. The paper presents a Swedish pilot-study on principals’ written testimonies on critical incidents (N26). Analysis revealed how principals’ emotional labour played out in repeated encounters with key stakeholders, e.g., students, teachers and student family members and spanned school and community boundaries. It shows that emotions play a crucial role in principals’ leading practices and how the principals navigate and learn ‘how to go on’ based in the emotional labour.Societal conditions intensify emotional demands on Swedish principals and call on less visible, but crucial leadership skills and the emotional management capacities to connect across diverse demographics in holistic and socially just ways. The analyses of the testimonies indicate a risk of alienation as the principals’ emotional work lacks organisational support - emotional labour is not invisible but neglected
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49.
  • Mogren, Anna, 1973-, et al. (författare)
  • Leadership Actions in Education for Sustainable Development – Establishing Leadership Agency for Permanent Accommodation in Education
  • 2023
  • Konferensbidrag (refereegranskat)abstract
    • This empirical study on leadership actions investigate Education for sustainable development (ESD) in Swedish schools. School leaders at five schools in one Swedish municipality are interviewed twice in 2018 and 2020, to evaluate effects from a longitude school improvement project focusing ESD.   Actions can be seen as the school leader individual response on a direct stimuli. The school leader take action. Agency on the other hand is the gathered experience of such stimuli and the alternative possibilities at hand for a school leader to act upon (Feldman & Pentland 2003). Leadership agency in this study is defined the sense making of ESD over time by school leaders acting by experience, or what  Hallenberg (2018) call expert agency, based in their own actions and related to other school leaders way of acting as a collective (Tourish 2014). The study adds knowledge to how individual leadership actions can contribute or counteract ESD implementation. Further aspects that drives and establishes ESD over time in schools; leadership agency on ESD is outlined.  A review study on school leaders and education for sustainable development, ESD (Mogaji & Newton, 2020) reported the need to make school leaders more aware of ESD,  as a way to empower students to handle sustainable. Research onschool leadership to  raise quality in ESD active schools points out a lack of connection between inner school organizational routines that give support to ESD and the external organizational routines that connect education to the surrounding society (Mogren & Gericke, 2017), which in ESD is a guarantee of the relevance of education to the learner. Knowledge on school leadership and ESD as exemplified is based on case studies that point out important starting points for an effective ESD implementation, holistic ideas (Leo & Wickenberg 2013; Mogren, Gericke & Scherp, 2019) collegial approaches in the school organization (Gericke & Torbjörnsson, 2022) and  legitimizing functions (Mogren & Gericke, 2019). This study builds on the knowledge identified at the formulation arena of ESD and take it one step further,  studying the realization arena, what actually falls out in practice of ESD implementation over time, based on initial intentions. The formulation arena of a project, setting the scene is not a guarantee for successful implementation, instead schools often fail in their ambitions on ESD (Hargreaves, 2008) and certification programs on ESD with initial ambitions is not always successful (Olsson, Gericke & Chang Rundgren, 2016 ). Sense making activities is a methodological approach in school improvement and used in this study to understand practice (Weick, 2001). Sense making deals with challenges in the daily work patterns for school leaders, when ordinary frames of reference are disrupted and new understandings needs to be incorporated (Weick, Sutcliffe & Obstefeld, 2005).  How school leaders make sense of ESD; couple the formulated visions  to the practical outcomes of ESD is understood in this study by the  framework of coupling mechanism (Liljenberg & Nordholm 2018). The framework of coupling mechanism seeks to understand more than if organizational routines  on ESD are in place, but also their outcome and how they are used in practice.  The coupling mechanisms is categorized according to either accommodation mechanisms leading to permanent changes of structures and routines in the organization for ESD. Mechanisms can also be assessed as assimilation, then leading to superficial changes, or decoupling mechanisms that shows no positive effects of implementation of ESD or  even hinder changes in education. Research questions A, What leadership actions are identified for reaching accommodation in an ESD school improvement process?B, How is leadership agency in ESD formed and characterized in practical ESD implementation? Methods section  This study is conducted within  a school improvement project, studied by researchers in  several different studies over time . The project was introduced to five schools in one municipality  starting with a pre-study in year 2016 and followed by research until year 2021. The respondent nine school leaders  from five schools all take part in the continues school improvement project on ESD. The aim of the practical improvement  work for schools is to steer their processes towards an ESD whole school approach (Henderson & Tilbury, 2004) that establishes  ESD in the school organization.            The theoretical framework of coupling mechanisms, assessing actions as accommodative, assimilative or decoupling (Liljenberg & Nordholm 2018) link the formulation arena of ESD and the realization arena with outcomes in practice. School leaders actions  on three specific organizational routines of ESD  are studied  over time (a holistic idea of ESD, the interdisciplinary approach of ESD and leadership legitimization of ESD). Accommodation actions  are searched as they intend to transform and change pre-defined understanding of education, causing real changes that are permanent. Leadership agency on ESD is analyzed by thematization (White, 2009) of collective action by responding school leaders over time. Leadership agency towards an established ESD implementation is outlined by combining the mechanisms used by school  leaders steering their actions  and the identified themes of importance for the whole group in leading towards ESD. Interview data was coded, transcribed and narratives was constructed. nd characterized in practical ESD implementation?We make use of the analyzation of narratives to answer research question 1, RQ1, What leadership actions are identified for reaching accommodation in an ESD school improvement process? In the second step, thematization of narratives (from RQ1) for each mechanism of ESD (accommodation, assimilation and decoupling) are analyzed to search for characteristics of leadership agency in ESD, answering RQ2, How is leadership agency in ESD formed and characterized in practical ESD implementation? Conclusions Results on identified leadership actions for reaching accommodation of ESD confirm the importance of  leadership actions to establish a guiding  holistic idea on ESD in the school organization, as well as acting on communication and feed-back systems where collegial long reaching work can develop over time.  Results further shows that a realization on ESD towards a permanent implementation is a pathway of  distancing reliance on individual responsibilities of ESD  to instead build structural support in the organization. Accommodating agency, as searched in the study consist of  school leaders that involve collegial with other school leader to find moral support in decision-making  as the same time as they increase their own understanding of the improvement of ESD. Five characteristic expressions for advancement in leadership agency of ESD towards a permanent implementation is identified;1, changes in the infrastructure of education to establish interdisciplinary teacher teams.2, the use of a distributed leadership approach  to collaborate collegial on ESD.3, the active use of steering documents to support and legitimize ESD implementation and as a response to critical voices.4, the development of  supportive and structural routines as well as continuously keeping school improvement on ESD alive.5, establishing a terminology about ESD that is used at the local school and that need specific introduction to new staff .  Over all the pathway towards a permanent accommodation of ESD and the characteristic of accommodation mechanisms state that leadership agency of ESD is a question of nesting ESD to the robust foundations within education to establish structures and processes that prevents ESD implementation  to fade or fail.  In this study robust foundations are identified as ESD common goals in the organization, collegial work, communication, and leadership ambitions.   References  Feldman, M. S., & Pentland, B. T. (2003). Reconceptualizing organizational routines as source of flexibility and change. Administrative Science Quarterly, 48, 94–118.  Gericke, N. & Torbjörnsson, T. (2022). Supporting local school reform toward education for sustainable development: The need for creating and continuously negotiating a shared vision and building trust, The Journal of Environmental Education, 53(4), 231-249.  Hallgren, E. (2018).  Clues to aesthetic engagement in process drama: Role interaction in a fictional business Doctoral dissertation, Institutionen för de humanistiska och samhällsvetenskapliga ämnenas didaktik, Stockholms universitet.Hargreaves, L. G. (2008). The whole-school approach to eduation for sustainable development: From pilot   projects to systemic change. Policy & Practice-A Development Education Review, (6).Henderson, K., & Tilbury, D. (2004). Whole-school approaches to sustainability: An international review of sustainable school programs. Australian Research Institute in Education for Sustainability:Australian Government                       Leo, U., & Wickenberg, P. (2013). Professional norms in school leadership: Change efforts in implementation of education for sustainable development. Journal of Educational Change, 14(4), 403-422.  Liljenberg, M., & Nordholm, D. (2018). Organizational routines for school improvement: exploring the link between ostensive and performative aspects. International Journal of Leadership in Education, 21(6), 690-704.Mogaji, I. M., & Newton, P. (2020). School Leadership for Sustainable Development: A Scoping Review. Journal of Sustainable Development, 13(5).Mogren, A., & Gericke, N. (2017). ESD implementation at the school organization level, part 2 investigating the transformative perspective in school leaders’ quality strategies at ESD schools. Environmental Education Research, 23(7), 993-1014.Mogren, A., & Gericke, N. (2019). School le
  •  
50.
  • Mogren, Anna, 1973-, et al. (författare)
  • Leadership Agency in Education for Sustainable Development
  • 2023
  • Konferensbidrag (refereegranskat)abstract
    • This is an empirical study on leadership actions that promote Education for sustainable development and facilitate teachers abilities to realize ESD in Swedish schools. A review study on school leaders and education for sustainable development, ESD (Mogaji & Newton, 2020) reported the need to make school leaders more aware of ESD as a way to empower students to handle sustainable. The aim of this study is to identify the leadership actions that enable and constrains a permanent implementation of ESD. School leaders at five schools in a Swedish municipality is interviewed twice in 2018 and 2020, to evaluate effects from a longitude school improvement project focusing ESD. A theoretical framework; coupling mechanisms (Liljenberg & Nordholm 2018), is used to study how school leaders act on three organizational routines of ESD (a holistic idea of ESD, the interdisciplinary approach of ESD and leadership legitimization of ESD) over time. Accommodation mechanisms are searched as they intend to transform and change predefined understanding of education, causing real changes that are permanent. Leadership agency on ESD is demonstrated by thematization of collective acting by the whole group of respondents over time. Leadership agency towards an established ESD implementation is outlined by combining the mechanisms used by school leaders and identified themes of importance for the whole group in leading towards ESD. 
  •  
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