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1.	Eriksson, Frida, 1986, et al. (författare) Interpretative and predictive modelling of Joint European Torus collisionality scans 2019 Ingår i: Plasma Physics and Controlled Fusion. - : Institute of Physics Publishing (IOPP). - 0741-3335 .- 1361-6587. ; 61:11 Tidskriftsartikel (refereegranskat)abstract Transport modelling of Joint European Torus (JET) dimensionless collisionality scaling experiments in various operational scenarios is presented. Interpretative simulations at a fixed radial position are combined with predictive JETTO simulations of temperatures and densities, using the TGLF transport model. The model includes electromagnetic effects and collisions as well as (E)over-right-arrow x (b)over-right-arrow shear in Miller geometry. Focus is on particle transport and the role of the neutral beam injection (NBI) particle source for the density peaking. The experimental 3-point collisionality scans include L-mode, and H-mode (D and H and higher beta D plasma) plasmas in a total of 12 discharges. Experimental results presented in (Tala et al 2017 44th EPS Conf.) indicate that for the H-mode scans, the NBI particle source plays an important role for the density peaking, whereas for the L-mode scan, the influence of the particle source is small. In general, both the interpretative and predictive transport simulations support the experimental conclusions on the role of the NBI particle source for the 12 JET discharges.
2.	Joffrin, E., et al. (författare) Overview of the JET preparation for deuterium-tritium operation with the ITER like-wall 2019 Ingår i: Nuclear Fusion. - : IOP Publishing. - 1741-4326 .- 0029-5515. ; 59:11 Forskningsöversikt (refereegranskat)abstract For the past several years, the JET scientific programme (Pamela et al 2007 Fusion Eng. Des. 82 590) has been engaged in a multi-campaign effort, including experiments in D, H and T, leading up to 2020 and the first experiments with 50%/50% D-T mixtures since 1997 and the first ever D-T plasmas with the ITER mix of plasma-facing component materials. For this purpose, a concerted physics and technology programme was launched with a view to prepare the D-T campaign (DTE2). This paper addresses the key elements developed by the JET programme directly contributing to the D-T preparation. This intense preparation includes the review of the physics basis for the D-T operational scenarios, including the fusion power predictions through first principle and integrated modelling, and the impact of isotopes in the operation and physics of D-T plasmas (thermal and particle transport, high confinement mode (H-mode) access, Be and W erosion, fuel recovery, etc). This effort also requires improving several aspects of plasma operation for DTE2, such as real time control schemes, heat load control, disruption avoidance and a mitigation system (including the installation of a new shattered pellet injector), novel ion cyclotron resonance heating schemes (such as the three-ions scheme), new diagnostics (neutron camera and spectrometer, active Alfven eigenmode antennas, neutral gauges, radiation hard imaging systems...) and the calibration of the JET neutron diagnostics at 14 MeV for accurate fusion power measurement. The active preparation of JET for the 2020 D-T campaign provides an incomparable source of information and a basis for the future D-T operation of ITER, and it is also foreseen that a large number of key physics issues will be addressed in support of burning plasmas.
3.	Aspfors, Jessica, et al. (författare) A metasynthesis of research on mentor education : three emerging dimensions 2015 Konferensbidrag (refereegranskat)abstract The aim of this meta-synthesis is to deepen the understanding and knowledge of research focusing on education for mentors of newly qualified teachers (NQTs). Altogether, 10 studies met the criteria for full inclusion and were synthesised. Three overarching dimensions were found as a final synthesis guiding the further development of mentor education: 1) Contextual dimensions, 2) Theoretical-analytical dimensions, and 3) Relational dimensions. The synthesis stresses the importance of a systematic, long-term and research-based mentor education that develops mentors’ (self-)understanding of teaching and mentoring, i.e. is well integrated in the educational context, has a balance of theoretical and practical components, includes rich possibilities for interaction and reflection and prepares for an evidence-informed mentoring.A REVISED AND EXTENDED VERSION OF THIS PAPER HAS LATER BEEN PUBLISHED AS OPEN ACCESS, SEE: http://www.sciencedirect.com/science/article/pii/S0742051X1500030X
4.	Aspfors, Jessica, et al. (författare) Att kvalificera sig till mentor – perspektiv på kompetensbehov och utbildning av mentorer för nya lärare 2015 Ingår i: Psykologi i kommunen. - 1892-3364. ; 50:2, s. 17-27 Tidskriftsartikel (refereegranskat)abstract Under senare år har allt mer fokus och resurser riktats mot lärares kompetensutveckling. Ett område för satsningar har bl.a. varit mentorskap. Mycket har skrivits om mentorskap generellt och om nya lärare och deras behov speciellt, men vad vet vi om mentorers kompetensutveckling och lärande? Vilka kompetenser behövs och hur påverkar det utbildning av veiledere/mentorer? I denna artikel sätter vi fokus på kvalificering av mentorer för nya lärare och på den kompetens de kan behöva för att på ett medvetet och framgångsrikt sätt vara mentor för nya lärare. Vi kommer att diskuter vilka kompetenser mentorer kan behöva och hur det i sin tur kan påverka utbildning av veileder/mentorer – såväl till innehåll som till form. Vi kommer inte att gå närmare in på frågan i vilken mån mentorskap är positivt eller inte för nya lärare, eftersom vår bedömning är att det finns mycket forskning som på ett övertygande sätt visar på dess positiva effekter (se t.ex. Bjerkholt, 2012; Dahl et al., 2006; Ingersoll & Strong, 2011; Waterman & He, 2011), även om vissa frågetecken kan resas kring dess räckvidd, exempelvis för skolutveckling (Dahl et al., 2006). Vi tar utgångspunkt i den internationella forskningen på området men ger också konkreta exempel från ett nordiskt perspektiv, i synnerhet från Sverige och Finland. Vi inleder med en bakgrundsteckning kring vad tidigare forskning på området lyfter fram om mentorers professionella utveckling och lärande till att bli mentor.
5.	Aspfors, Jessica, et al. (författare) Collaboration or assessment? Some perspectives on mentoring in Finland and Sweden. 2010 Ingår i: The conference Promoting Learning and Well-Being of Students and teacher at University of Jyväskylä, Finland, 7-9 June 2010.. Konferensbidrag (refereegranskat)abstract Collaboration or assessment? Some perspectives on mentoring in Finland and Sweden JESSICA ASPFORS, Faculty of Education, Åbo Akademi University, Finland GÖRAN FRANSON, Faculty of Education and Business Studie, University of Gävle, Sweden HANNU L. T. HEIKKINEN, Finnish Institute for Educational Research, University of Jyväskylä, Finland In this presentation, some tensional trends within mentoring, which we call a contradiction between collaboration and assessment, will be addressed. The aim is threefold: firstly to describe and compare the development of mentoring programs in Finland and Sweden at a system level, secondly to illustrate how the various mentoring systems have been experienced by the persons involved and thirdly to discuss the political and ideological circumstances and the possible effects of these solutions. The study is based on empirical data from the Finnish and Swedish contexts, both on the level of mentors’ and NQTs’ experiences, based on interviews and/or focus group discussions and on the national policy level, based on policy documents on teacher education and, in the Swedish part, the responses of teacher educators to them. The tentative result indicates profound differences between the two national initiatives of mentoring in Finland and Sweden. The mentoring process in Finland, peer group mentoring, is clearly based on social constructivist assumptions on knowledge and learning. The integration of formal, informal and nonformal learning as well as the equality and professional autonomy as persons and professionals is central. The proposed system of a mandatory induction system in Sweden is, however, very different with mentoring, probation year, registration of teachers and possible assessment of NQTs as central components. In the presentation these issues will be discussed upon in terms of teachers’ continuing professional learning and development.
6.	Aspfors, Jessica, et al. (författare) Contested Architectures of Mentoring : Support, Supervision or Collective Self-Development 2013 Konferensbidrag (refereegranskat)abstract In this paper, we describe contested practices of mentoring within and between Australia, Finland and Sweden. Our study is based on national policy documents and empirical data from participants involved in mentoring. The theoretical framework will build on practice theory (Kemmis & Grootenboer, 2008; Kemmis & Heikkinen 2012). The aim is to demonstrate three archetypes persisting in literature and practices: mentoring as supervision, support and collective self-development. In Australia, we find the three kinds of mentoring jostling with one another. In Finland, the perspective of collective self-development is emphasized. In Sweden, the traditional model of mentoring (support) has been typical since 1995, with a current reform of teacher induction which turns mentoring more into supervision.Our paper will show (1) that the meanings of 'mentoring' are contested within and between the countries involved; (2) that the three forms of mentoring identified represent three different projects: (a) assisting newly qualified teachers (NQTs) to pass through probation or (b) traditional mentoring of NQTs by more experienced teachers or (c) peer-group mentoring (PGM); and (3) that these three projects, that could be simultaneously present, also involve and imply quite different practice architectures in the form of different materialeconomic, social-political and cultural-discursive arrangements.
7.	Aspfors, Jessica, et al. (författare) Forskning om mentorsutbildningar : en meta-syntes 2014 Konferensbidrag (refereegranskat)
8.	Aspfors, Jessica, et al. (författare) Mentoring as Dialogue, Collaboration and/or Assessment? 2012 Ingår i: Transitions and Transformations in Learning and Education. - Dordrecht : Springer Berlin/Heidelberg. - 9789400723115 - 9789400723122 ; , s. 271-290 Bokkapitel (refereegranskat)abstract In this chapter, some tensional trends within mentoring, which we call a contradiction between collaboration and assessment, are addressed. The aim is threefold: First, to describe and compare the development of mentoring programmes in Finland and Sweden at the system level; second, to illustrate how the various mentoring systems have been experienced by the persons involved; and third, to discuss the political and ideological circumstances and the possible effects of these solutions. The study is based on empirical data gathered in Finland and Sweden and examines the experiences of mentors and newly qualified teachers (NQTs) as well as the relevant national policies. The findings indicate profound differences between the two national initiatives of mentoring in Finland and Sweden. The mentoring process in Finland, using peer group mentoring, is based on social constructivistic assumptions regarding knowledge and learning. The integration of formal, informal and non-formal learning, as well as the equality and professional autonomy as a person and as a professional, is central. The system of mandatory induction in Sweden is very different, with mentoring, a probation year and the registration of teachers being central components. In such a system, the mentors' role of avoiding direct or indirect involvement in the assessment may become more challenging.
9.	Aspfors, Jessica, et al. (författare) Research on mentor education for mentors of newly qualified teachers : A qualitative meta-synthesis 2015 Ingår i: Teaching and Teacher Education. - : Elsevier BV. - 0742-051X .- 1879-2480. ; 48, s. 75-86 Tidskriftsartikel (refereegranskat)abstract The aim of this meta-synthesis is to deepen the understanding and knowledge of qualitative research focusing on education for mentors of newly qualified teachers. Altogether, 10 studies were included and synthesised. Four common themes emerged in the initial analysis: School and mentoring context, Theory and practice, Reflection and critical thinking and Relationships. Furthermore, three overarching dimensions were found as a final synthesis guiding the further development of mentor education: 1) Contextual dimensions, 2) Theoretical-analytical dimensions, and 3) Relational dimensions. The synthesis stresses the importance of a systematic, long-term and research-informed mentor education that develops mentors' (self-)understanding of teaching and mentoring.
10.	Bouchet, P., et al. (författare) JWST MIRI Imager Observations of Supernova SN 1987A 2024 Ingår i: Astrophysical Journal. - : American Astronomical Society. - 0004-637X .- 1538-4357. ; 965:1 Tidskriftsartikel (refereegranskat)abstract There exist very few mid-infrared (IR) observations of supernovae (SNe) in general. Therefore, SN 1987A, the closest visible SN in 400 yr, gives us the opportunity to explore the mid-IR properties of SNe, the dust in their ejecta, and the surrounding medium and to witness the birth of an SN remnant (SNR). The James Webb Space Telescope, with its high spatial resolution and extreme sensitivity, gives a new view on these issues. We report on the first imaging observations obtained with the Mid-InfraRed Instrument (MIRI). We build temperature maps and discuss the morphology of the nascent SNR. Our results show that the temperatures in the equatorial ring (ER) are quite nonuniform. This could be due to dust destruction in some parts of the ring, as had been assumed in some previous works. We show that the IR emission extends beyond the ER, illustrating the fact that the shock wave has now passed through this ring to affect the circumstellar medium on a larger scale. Finally, while submillimeter Atacama Large Millimeter Array observations have hinted at the location of the compact remnant of SN 1987A, we note that our MIRI data have found no such evidence.
11.	Fransson, Claes, 1951-, et al. (författare) Emission lines due to ionizing radiation from a compact object in the remnant of Supernova 1987A 2024 Ingår i: Science. - : American Association for the Advancement of Science (AAAS). - 0036-8075 .- 1095-9203. ; 383:6685, s. 898-903 Tidskriftsartikel (refereegranskat)abstract The nearby Supernova 1987A was accompanied by a burst of neutrino emission, which indicates that a compact object (a neutron star or black hole) was formed in the explosion. There has been no direct observation of this compact object. In this work, we observe the supernova remnant with JWST spectroscopy, finding narrow infrared emission lines of argon and sulfur. The line emission is spatially unresolved and blueshifted in velocity relative to the supernova rest frame. We interpret the lines as gas illuminated by a source of ionizing photons located close to the center of the expanding ejecta. Photoionization models show that the line ratios are consistent with ionization by a cooling neutron star or a pulsar wind nebula. The velocity shift could be evidence for a neutron star natal kick.
12.	Fransson, Göran, 1968- (författare) A Culture of Trust or an Ideology of Distrust? : Comparing Finnish and Swedish Educational Culture and the Impact on National Mentoring Approaches 2015 Ingår i: Uncovering the Cultural Dynamics in Mentoring Programs and Relationships. - Charlotte, N. Carolina, USA : Information Age Publishing. - 9781623968526 - 9781623968519 - 9781623968533 ; , s. 253-271 Bokkapitel (refereegranskat)
13.	Fransson, Göran, 1968- (författare) A teacher registration reform that transforms the ‘educational space’ : An analysis of changing roles, relations, powers and positions 2013 Konferensbidrag (refereegranskat)abstract Using the theoretical perspective of ‘educational space’, this paper analyses the Swedish teacher registration reform and it´s induction system and how it changes roles, positions, relations, powers and identities within the Swedish educational system. An educational space can be understood as a relational category in which object and actor are related to another and where changeable positions and boundaries are created (Ferrrare & Apple, 2010). In this sense, actors within an educational system – such as teachers, principals, mentors and NQTs – position themselves and are also actively positioned by others (Leander & Osborne, 2008). They are also positioned by norms, values, curricula and legislation; in this case by the teacher registration reform and the structured induction system.
14.	Fransson, Göran, 1968- (författare) A theoretical contribution to research on ‘teacher induction policies’ and ‘mentoring policy’ 2018 Konferensbidrag (refereegranskat)abstract IntroductionMentoring is a global phenomenon. Even though the concept of ‘mentoring’ exists in different national and cultural contexts and is performed in a variety of ways, it is nevertheless a contested practice (Kemmis et al., 2014). The incoherent way of naming, framing and defining ‘mentoring’ has been discussed in the literature, in that different concepts, such as mentoring, coaching, supervision etc., have been used to describe the same phenomenon (cf. Gold, 1996; Sundli, 2007; Mullen, 2012;). For instance, Mullen (2012) writes that: “While some theorists think of coaching as a type of mentoring, others see the exact reverse – that is, mentoring as a type of coaching” (p. 9). Further, in the educational field a clear line is seldom drawn between ‘mentoring’ practiced in initial teacher training and the ‘mentoring’ of newly qualified teachers. This may mean that the same phenomenon is described in different ways, or that different descriptions are applied to the same phenomenon.The purpose of this conceptual paper is to problematize how the concept of ‘mentoring’ is used in the literature to address the ‘phenomenon of mentoring’.Perspective(s) or theoretical frameworkIn this study, a sensemaking perspective is used to acknowledge the processes of sensemaking and negotiation of meanings. According to Weick (1995), sensemaking involves three specific elements: a frame of past moments and understandings, cues of the present moment of experience and a connection in-between, Accordingly, ‘the content of sensemaking is to be found in the frames and categories’ (p. 111) that summarize past experiences. Thus, how the concept of ‘mentoring’ or the ‘phenomenon of mentoring’ is made sense of in individual or specific contexts is a result of negotiations of meanings.Methods and dataThe data for this conceptual paper comes from strategically chosen journal articles as examples of how the concept of ‘mentoring’ is used in different national and cultural educational contexts. A content analysis is performed to identify the various meanings of mentoring and the contexts in which it is used (Miles, Huberman & Saldaña, 2014).Arguments and conclusions The analysis shows that major challenges in (accurate) sensemaking can be due to:(a) language transformation (notions and concepts from one language are transformed into another language, most often into English, which can result in a change of meaning)(b) context transformation (sensemaking of context specific circumstances may be difficult)(c) context insensitivity (mixing up different ‘mentoring contexts’)(d) phenomenon insensitivity (mixing up different phenomena, e.g. ‘coaching’, ‘mentoring’, etc.In certain contexts, some of these issues may be of minor relevance, whilst in others they may be vital for achieving (accurate) sensemaking.The paper draws attention to the importance of acknowledging linguistic, conceptual and contextual dimensions of ‘mentoring’ in the sense-making process in order to achieve stringency and coherence in research, for instance when research overviews are conducted to frame own research.References:Kemmis, S., Heikkinen, H., Fransson, G., Aspfors, J. & Edwards-Groves, C. (2014). Mentoring of new teachers as a contested practice: Supervision, support and collaborative self-development. Teaching and Teacher Education. Vol. 43, 154–164Miles, M.B., Huberman, A.M. & Saldaña, J. (2014). Qualitative data analysis: a methods sourcebook. (3. ed.) Los Angeles: Sage.Mullen, C.A. (2012). Mentoring: An Overview. In S.J. Fletcher & C.A. Mullen (Eds.), The SAGE Handbook of Mentoring and Coaching in Education (pp. 7–23). London: SAGE.Sundli, L. (2007): Mentoring – A new mantra for education? Teaching and Teacher Education. 23(2). pp. 201–214.Weick, K. (1995): Sensemaking in Organisations. Thousand Oaks. California: Sage Publications.
15.	Fransson, Göran, 1968-, et al. (författare) Adequate digital competence – a close reading of the new national strategy for digitalization of the schools in Sweden 2018 Ingår i: Seminar.net. - 1504-4831. ; 14:2, s. 217-228 Tidskriftsartikel (refereegranskat)abstract In this paper, the notion of ‘adequate digital competence’, as it is used in the 2017 Swedish strategy for digitalization of the school system, is in focus. Based on a close reading of the strategy, three dimensions are formulated for discussion: time, context, and interpretation. These dimensions open a more general discussion about the content of policies regarding digital competence. The notion of striving for an ‘adequate digital competence’ for children, students, teachers, school leaders, and other school staff is loaded with a variety of possible meanings. The strategy provides guidance in some aspects, but leaves a lot to local enactment of the strategy.
16.	Fransson, Göran, 1968-, et al. (författare) An innovative approach for teacher students to learn about bullying via an immersive Virtual Reality bullying experience 2021 Konferensbidrag (refereegranskat)abstract Even though in general Swedish pupils have a high level of digital competence (Internetstiftelsen, 2019), a national initiative for a rapid and systematic digitalization of the educational system has been introduced in Sweden. In this context, teacher education is regarded as being of strategic importance for preparing student teachers to teach in a highly digitalized society (Sveriges Kommuner och Landsting, 2019). Here, innovative initiative is important for helping student teachers to develop professional digital competence (Lund, Furberg, Bakken & Engelien, 2014). One example of an innovative initiative is the development of Digital Learning Labs (DLL) that are closely connected to teacher education and offer student teachers and experienced teachers opportunities to explore digital technologies. At the University of Gävle (Sweden), the Digital Learning Lab (2020) offers a number of state of the art technologies, such as robots for programming, media-production and technologies for virtual and augmented realities (VR and AR). In research-based explorative studies, teachers and student teachers elaborate on technologies such as VR and AR (Fransson, Holmberg, & Westelius, 2020). This way, their views becomes involved in principled innovation processes to enact the technology in the best way possible for teaching and learning.
17.	Fransson, Göran, 1968- (författare) Anekdotisk argumentering? 2012 Ingår i: Arbetarbladet. ; :18 sept Tidskriftsartikel (populärvet., debatt m.m.)
18.	Fransson, Göran, 1968-, et al. (författare) Att få syn på sin egen praxis : en introduktion till boken och dess teman 2012 Ingår i: I mötet mellan vetenskap och lärande. - Gävle : Gävle University Press. - 9789197489355 ; , s. 7-18 Bokkapitel (övrigt vetenskapligt/konstnärligt)
19.	Fransson, Göran, 1968- (författare) Att stödja flygförares utveckling – en studie av instruktörsbeteenden under övning i flygsimulator 2001 Licentiatavhandling (övrigt vetenskapligt/konstnärligt)abstract Föreliggande licentiatuppsats utgör en kappa som bygger två rapporter. Dessa rapporter, ”Utbildning under uppbyggnad” (Fransson m.fl, 1999a) samt ”Lära av egen kraft” (Fransson m.fl, 1999b) har producerats som ett led i en utvärdering av en av svenska flygvapnets pilotutbildningar.Syftet med uppsatsen är att ge en översiktlig bild av de överväganden, utgångspunkter och analyser som präglat dessa; att diskutera några av resultaten i ett vidgat teoretiskt perspektiv, i detta fall ett institutionellt perspektiv, samt att diskutera metodernas och teoriernas lämplighet i sammanhanget. De resultat som diskuteras har avgränsats till att beröra exemplet om två instruktörers pedagogiska beteendemönster under en övning i en simulator.De som förenar de båda bakomliggande rapporterna är det sociokulturella perspektiv de båda utgår ifrån, den etnografiskt inspirerade datainsamlings- och analysmetodiken samt att de bygger på studier i samma utbildningsmiljö. I den första rapporten analyseras empiriska data med hjälp av aktivitetsteori. Som modell för arbetsgången tillämpades metodiken inom den utvecklingsinriktade arbetsforskningen, ”developmental work research”. I den andra rapporten analyseras förutsättningar för lärande genom att betrakta lärande i perspektivet av ett legitimt perifert lärande.I uppsatsen förs diskussioner bl.a. om att begreppet motsättning, som ingår i den aktivitetsteoretiska begreppsapparaten, effektivt kan bidraga till att fokusera på faktorer eller förhållanden i verksamheten som utveckling och förändring kan utgå ifrån. Motsvarande tydlighet finns inte uttalad inom det institutionella perspektivets begreppsapparat. Vidare konstateras att det finns vissa svårigheter att problematisera relationen mellan det aktivitetsteoretiska perspektivet och det institutionellt perspektivet. En av orsakerna därtill är att institutionsbegreppet i samband med aktivitetsteoretiska analyser förefaller tillämpas utan närmare definition. Utförligare beskrivningar av hur institutionsbegreppet förstås och används förordas för att kunna göra närmare analyser av hur de båda perspektiven kompletterar varandra.I uppsatsen framhålls den etnografiska metodens tillämpbarhet. En svårighet som kan uppstå när man genomför studier i högteknologiska miljöer påtalas dock. En risk kan finnas att forskaren inledningsvis fascineras av tekniska aspekter, med följd att fokus på de mänskliga aspekterna då fördunklas. Denna effekt bör inte underskattas av forskare.
20.	Fransson, Göran, 1968-, et al. (författare) Becoming a teacher – an introduction to the book. 2008 Ingår i: Newly Qualified Teachers in Northern Europe. - Gävle : Gävle University Press. - 9789197489331 ; , s. 11-26 Bokkapitel (övrigt vetenskapligt/konstnärligt)
21.	Fransson, Göran, 1968- (författare) Comparing Finnish and Swedish educational culture and the impact on national mentoring approaches 2014 Konferensbidrag (refereegranskat)abstract Introduction The purpose of this analytical paper is to examine how culturally embedded norms, values, relations and prerequisites operate in the development of a mentoring system. This is done by contrasting the case of Sweden with that of Finland. Although these neighbouring Nordic countries have a lot in common, their educational systems have taken different directions, especially with regard to the mentoring of new teachers (Aspfors, Fransson & Heikkinen, 2012). As is proposed and argued in this paper, these different approaches to mentoring are largely culturally embedded and the results of specific social, cultural, educational, philosophical and political conditions. I will analyse these culturally embedded preconditions for mentoring at an overall macro-level.In Finland, the mentoring of (new) teachers came into focus in 2010 with the launching of the national programme Osaava Werme, funded by the Finnish Ministry of Education and Culture. Mentoring is organised as peer-group mentoring with groups of 4-10 early career teachers, from different schools and with different subject skills, in their first to fifth year. In one year they participate in six to eight seminars which are facilitated by an experienced and specially trained teacher. This programme, which is voluntary, has evolved out of research and a series of pilot projects and action research programmes (e.g. Heikkinen, Jokinen & Tynjälä, 2012).In Sweden, the mentoring of new teachers came about as a result of the Swedish Parliament’s decision in 2011 to implement a teacher registration reform and a mandatory probation year for new teachers. The reform requires new teachers to have a mentor, and to be evaluated by principals as to whether he/she is competent enough to be registered. One-to-one mentoring is emphasised in the policy documents and the reform is regarded as a top-down reform (Swedish National Agency for Education, 2011). Theoretical framework - the dynamic of cultureThe analysis of cultural aspects and the theoretical framework both focus on culture and cultural dynamics. According to McDaniel, Samovar and Porter (2012), definitions of culture often focus on “shared values, attitudes, beliefs, behaviours, norms, material objects, and symbolic resources” (p. 10-11). However, the aspects that construe what we call culture are not fixed and stable (Hall, 2007). On the contrary, they are construed and negotiated in human interactions and are thus always included in processes of transformation and change. By means of the Cultural Mentoring Framework, Kochan and Pascarelli (2012) offer an analytical framework for analysing these aspects of mentoring in terms of three cultural constructs: traditional, transitional and transformative. The rationale of the traditional construct is to transmit the existing culture to newcomers, thus recognising the norms, values, beliefs, behaviour and so on as timeless and general. The rationale of the transitional construct is change and adaptation to changing preconditions. Changing the preconditions, such as changing teachers’ tasks or emphasising certain organizational aspects or perspectives of teaching and learning, may lead to mentors facilitating the transformation process of these ‘messages’. The rationale of the transformative construct is, according to Kochan and Pascarelli, to move beyond the transitional construct by questioning norms, values, beliefs and behaviour more, and in that way, contribute to cultural change. In a transformative construct, mentoring may take the shape of networking and learning communities with evolving and transforming roles that challenge and change the concepts of mentoring. This framework offers insights into the different aspects of (possible) cultures and the dynamic of cultures, i.e. the mechanisms for how culture changes, evolves and may be challenged. Thus, the changing preconditions for educational systems and new aspects and ideas all become intertwined with the cultural conditions, and result in culturally-bound outcomes. Methods and sources of data The analysis data consists of oral and written information and a qualitative meta-analysis (Denzin & Lincoln, 2005) of policy documents from Sweden and Finland and of presented or published research (n=29) concerning Finnish and Swedish culture and the educational systems in Finland and Sweden, especially research into mentoring or induction systems. The meta-analysis implies an aggregative approach of studies on micro- and meso-level to macro-level (cultural level), and in the analysis the (possible) interplay between micro- meso- and macro-level has been critically analysed. Thus the analyses have been performed in a deductive way. The analyses of the cases of Finland and Sweden are to be regarded as a qualitative cross-case comparison (Miles, Huberman & Saldaña, 2014) where especially the similarities, differences and patterns in the results are highlighted.The findings and conclusions presented in this paper have emerged gradually and, since 2005, have developed in conjunction with a series of network projects and collaborative research projects run by researchers from Sweden, Finland and other Nordic and Baltic countries. The mentoring systems in these countries have also been analysed and discussed at a number of national and international conferences and symposia organised by the networks or in connection with other established annual conferences (e.g. Author, XXX & YYY, 2011: Jokinen et al, 2010) in which I have participated. These kinds of experience have its pros and cons, and Pickering (2008) emphasise the centrality of experience in cultural studies, but warns also for the risk of ‘self-interpreting’. However, in this study the solid base of written information and research are the key-source for the analysis that was performed in 2013. Results The culture of education that determines the mentoring approaches is highly influenced by a country’s history, especially in the Finnish case with its history of wars and Cold War living under threat, making the issue of building a nation and a national identity very important. Thus, Finnish educational researchers having the culturally embedded position, trust and task to realise research-based pilot projects (Sahlberg, 2011); the outcomes of which outcomes are able to influence national policy and become more widespread. This culturally embedded trust in educational researchers and Finnish teachers influences the development of peer-group mentoring. However, these highly regarded teachers have great autonomy, and claims have been raised that this not optimises the opportunities to cooperate and learn from each other (Jokinen & Välijärvi, 2006) which makes the idea of peer-group mentoring and collaborative learning more interesting – and perhaps also necessary – than one-to-one-mentoring. This innovative aspect of peer-group mentoring has been developed through pilot projects.Compared to Finland, Swedish teachers do not have the same degree of social standing. While Finnish teachers are highly respected, Swedish teachers and the Swedish educational system, teacher and educational researchers have been under systematic attack over the last two decades, mainly from neo-liberal positions. This ideological shift, its bureaucratic consequences and its steering model, named as new public management (NPM), has been implemented in Sweden to a very high degree an increased focus on control, inspection, regimes of accountability and the evaluation of teachers, (Dyrdal Solbrekke & Englund, 2011; Lundahl et al., 2010) which has meant that the top-down state initiative and implementation of a mandatory one-to-one mentoring system with elements of teacher assessment has been a logical step.Thus, Finnish teachers seem to be living in a culture of trust, while Swedish teachers have to face an ideology and culture of distrust. References: Author, [details removed for peer review] (2011). [details removed for peer review] Paper presented in the, at the European Conference on Educational Research (ECER) in ** September *.Aspfors, J., Fransson, G. & Heikkinen, H.L.T. (2012). Mentoring as dialogue, collaboration and/or assessment? In P. Tynjälä, M.-L. Stenström & M. Saarnivaara (Eds.) Transitions and Transformations in Learning and Education. (pp. 271–290). Berlin: Springer.Denzin, N.K. & Lincoln, Y.S. (eds.) (2005). The Sage handbook of qualitative research. (3. ed.) Thousand Oaks, Calif.: Sage.Dyrdal Solbrekke, T. & Englund, T. (2011). Bringing professional responsibility back in. Studies in Higher Education 36(7), 847–861.Hall, S. (Ed.) (1997). Representation: cultural representations and signifying practices. London: Sage.Heikkinen, H. L. T., Jokinen, H. & Tynjälä, P. (Eds.) (2012). Peer-Group Mentoring for Teachers Professional Development, London/New York: Taylor and Francis.Jokinen, H., [details removed for peer review] (201). [details removed for peer review] Paper presented at the European Conference of Educational Research (ECER) in [details removed for peer review], - August 201*.Jokinen, H. & Välijärvi, J. (2006). Making Mentoring a Tool for Supporting Teachers’ Professional Development. In: R. Jakku-Sihvonen & H. Niemi (Eds.) (2006): Research-based Teacher Education in Finland. Reflections by Finnish Teacher Educators. Research in Educational Sciences 25. Turku: Finnish Educational. Research Association.Kochan, F. & Pascarelli, J.T. (2012). Culture and Mentoring in the Global Age. In Fletcher, S. and Mullen, C.A. Handbook of Mentoring and Coaching in Education (pp.184-198), Thousand Oaks, CA: Sage Press.Lundahl, L., Erixon Arreman, I., Lundström, U. & Rönnberg, L. (2010). Setting Things Right? Swedish Upper Secondary School Reform in a 40-Year Perspective, European Journal of Education 45(1), 46–59.McDaniel, E. R., Samovar, L. A. & Porter, R. E. (2012). Using Intercultural Communi
22.	Fransson, Göran, 1968- (författare) Conceptual and contextual confusion? Making Sense of the Concept of “Mentoring” and the Accurate “Context” 2018 Ingår i: AERA-conference-deposit. Konferensbidrag (refereegranskat)abstract Mentoring is a global phenomenon. Even though the concept of ‘mentoring’ exists in different national and cultural contexts, and is performed in a variety of ways, it is nevertheless a contested practice (Kemmis et al., 2014). The incoherent way of naming, framing and defining ‘mentoring’ has been discussed in the literature, in that different concepts, such as mentoring, coaching, supervision etc., have been used to describe the same phenomenon (cf. Gold, 1996; Sundli, 2007; Mullen, 2012).The purpose of this conceptual paper is to problematise how the concept of ‘mentoring’ is used in the literature to address the ‘phenomenon of mentoring’. I first discuss how the concept of mentoring can be used in different contexts and then conduct an in-depth analysis of how the results from one specific article (Aspfors & Fransson, 2015) are used by others. More precisely, I analyse how this article is cited and quoted by other scholars.
23.	Fransson, Göran, 1968-, et al. (författare) Conditions for implementing ICT in Swedish upper secondary schools: How national strategies for implementation relate to existing local educational practices 2017 Konferensbidrag (refereegranskat)abstract The implementation and use of information- and communication technology (ICT) in education are high on the educational agendas of most countries. In principle, all western countries now have a policy or strategy for ICT in K-12 schools. Although countries may have similar economic preconditions, they often implement different ICT policies in school (Austin & Hunter, 2013; Ottestad, 2010). ICT policies may also have different rationales and are often over-optimistic about ICT options (Convery, 2009; Egea, 2014; Jordan, 2011) and the use of ICT as a tool for teaching and learning in education (Hammond, 2014). Most research on ICT policies seems to focus on issues such as policy rationale or how policy is implemented in schools. However, few studies focus on the existing educational practices in schools as preconditions for ICT implementation. In this paper, the focus is on how policy implementation strategies, as they are understood in the recently proposed Swedish ICT policy, relate to already established educational practices in upper secondary school settings. Specifically, the aim of the paper is to discuss how policy implementation strategies relate to the existing local practices in three upper secondary contexts as preconditions for integration of ICT.Traditionally, policy has often been viewed as a top-down process, where policy is formulated in one arena and then realized in another (Lindensjö & Lundgren, 2000). However, policy formation processes are rather more complicated than that and can be understood as processes of interpretation and enactment (Ball, Maguire & Braun, 2012). Acknowledging these processes of policy formation (Edwards, 2012) is to acknowledge processes of micro-political manoeuvring, power and negotiation in practice, and to relate the policy enactment processes to the existing preconditions, structures and activities of the contexts in which the policy is to be realized. Thus, understanding how the proposed policy implementation strategies relate to existing practices as preconditions in schools may help us to understand what kind of challenges an ICT policy may face and to formulate more realistic expectations for the use of ICT in education.The kind of analysis that is suggested in this paper may also clarify why the implementation and use of ICT in school is so challenging and why there seems to be a discrepancy between expectations in the policy formulation arena and its use in the realization arena (Author 1, Author 2, Author 3 & Colleague, 20; Tondeur, van Braak and Valcke’s, 2007). It has been suggested that national and political initiatives and governing have little impact on the use of ICT in school (McGarr, 2009). Rather, it has been emphasized that teachers want to see compelling reasons why they and their students should use ICT for teaching and learning (Howard, 2013; Lim, 2015). This might be related to ‘teacher culture’ and a reason why principals have been identified as key persons when implementing ICT. However, different leadership styles have also been found to give different results when it comes to implementing ICT (Hadjithoma-Garstka, 2011). Indeed, different leadership styles seem to fit different educational cultures. Implementing an ICT policy in local schools has been found to be a multifaceted phenomenon rooted in educational culture (Vanderlinde, van Braak, & Dexter 2012). If contextual matter is of importance for implementing ICT, it is therefore of interest to study how the proposed policy implementation strategies relate to existing educational practices in schools.Methods/methodology The discourse and qualitative content analyses of a Swedish national ICT policy (Miles, Huberman & Saldaña, 2014) identified several suggested strategies for its implementation. These were then related to data from a 4-year research project in three upper secondary schools ‘known’ for their advanced use of ICT for teaching and learning. However, the narratives of advanced use appear to have been projected onto the schools. It is possible to trace this to different specific contextual circumstances: for school A, to the reputation of the municipality regarding the use of ICT in its K-12 schools, for school B, to a specific centre of technology at the school sponsored by a private founder, and for school C, as being known for remote teaching. All three schools are so-called one-to-one schools, meaning that every student and teacher has their own computer.In the three municipalities involved in the project, interviews were conducted with three centralized ICT strategists. In each school unit (A, B and C above), interviews were conducted with the principals and with the local ICT coordinators. These interviews were conducted between September 2015 and February 2016 and focused on the use of ICT in schools in a general sense, policies and routines related to ICT, the challenges and opportunities with ICT, infrastructural issues and professional development for principals and teachers. In total, the three interviews lasted almost three and a half hours.Data has also been collected from teachers and students in the three upper secondary schools. At each school unit, teachers and students were interviewed and observations of the teaching situations were performed. These interviews and observations were conducted between October and November 2015. In school unit A, ten teachers and 13 pupils were interviewed and approximately 22 hours of teaching was observed. In school B, nine teachers and 15 pupils were interviewed and approximately 20 hours of teaching was observed. In school C, six teachers and 10 pupils were interviewed and approximately 9 hours of teaching was observed. In spring 2016 seven subject-oriented group interviews were conducted with in total 21 teachers. Expected outcomes/results The analyses of the policy document identified the following ICT policy implementation strategies:(a) the importance of strategies and plans for policy implementation,(b) local processes of policy enactment, (c) principals strategic leadership,(d) professional development for teachers, principals and management, (e) organized collegial learning and(f) cooperation and strategic alliances.In this proposal, three of the strategies (c, d and e) are used to exemplify and discuss how they relate to existing practices in the three upper secondary schools as preconditions for ICT policy implementation. In the full paper, all six strategies will be discussed in relation to existing educational practices.Regarding principals’ strategic leadership (c): existing practices show that at present the extent to which the principals act as strategic leaders is not clear when it comes to digitization and the use of ICT in the schools. The principals express that digitization is important, but it is not clear which strategies they deploy and how they operate as active strategic leaders in this regard. The ‘ICT issue’ competes with the many other issues that principals have to deal with and does not seem to be prioritized or generate any significant activities.Regarding professional development for teachers and principals (d): there are several issues that teachers and principals are expected to learn about. Analyzing professional development regarding ICT at four levels – the municipal, school, collegial and individual level – suggests that teachers learn most about ICT and its use in teaching and learning at the individual and collegial level, usually as informal learning when two or more colleagues create an informal self-organized professional development activity around a specific issue, application or lesson. This kind of activity could be regarded as informal “collegial learning”. The strategy proposed for organized collegial learning (e) appears to be less frequent. ReferencesAuthor 1, Author 2, Author 3 & Colleague (20). [details removed for peer review]. Published as an international book chapter. Ball, S. J., Maguire, M., & Braun, A. (2012). How schools do policy: Policy enactments in secondary schools. London & New York: Routledge.Convery, A. (2009). The pedagogy of the impressed. How teachers become victims of technological visions. Teachers and Teaching: Theory and Practice, 15(1), 25–41.Egea, O. M. (2014). Neoliberalism, education and the integration of ICT in schools. Acritical reading. Technology, Pedagogy and Education, 23(2), 267-283.Edwards, D.B. (2012), “Researching international processes of education policy formation: conceptual and methodological considerations”. Research in Comparative and International Education, 7(2), 127-145. Hadjithoma-Garstka, C. (2011). The role of the principal’s leadership style in the implementation of ICT policy. British Journal of Educational Technology, 42(2), 311–326. Hammond, M- (2014). Introducing ICT in schools in England: Rationale and consequences. British Journal of Educational Technology, 45(2), 191–201, Howard, S. K. (2013). Risk-aversion: understanding teachers’ resistance to technology integration. Technology, Pedagogy and Education, 22(3), 357–372. Jordan, K. (2011). Framing ICT, teachers and learners in Australian school education ICT policy. The Australian Educational Researcher, 38(4), 417-431. McGarr, O. (2009). The development of ICT across the curriculum in Irish schools: A historical perspective. British Journal of Educational Technology, 40(6), 1094–1108. Miles, M.B., Huberman, A.M., & Saldaña, J. (2014). Qualitative data analysis: a methods sourcebook. (3. ed.) Los Angeles: Sage. Lim, M. H. (2015). How Singapore teachers in a pioneer ‘School of the Future’ context ‘deal with’ the process of integrating information and communication technology into the school curriculum. The Australian Educational Researcher, 42, 69-96. Lindensjö, B., & Lundgren, U. P. (2000). Utbildningsreformer och politisk styrning [Educational reform and political control]. Stockholm: HL
24.	Fransson, Göran, 1968- (författare) Debatteknik och sakfråga 2012 Ingår i: Gefle Dagblad. ; :23 okt:21 sept Tidskriftsartikel (populärvet., debatt m.m.)
25.	Fransson, Göran, 1968-, et al. (författare) Developing digital literacy and digital competence in teacher education : Challenges, dilemmas and opportunities identified through self-study methodology 2011 Konferensbidrag (refereegranskat)abstract Teachers have an important role in helping pupils achieve the skills needed to become digitally literate and digitally competent in today’s society. Consequently teacher education must help becoming teachers develop these skills and how to teach them. However, previous research indicates a lack of confidence among many teacher educators to do so (Enochsson & Rizza, 2009).To acquire a deeper understanding of the challenges and opportunities teacher educators and student teachers might encounter when working with, and learning about, ICT as a tool for learning, the authors of this paper carried out a self-study research project (cf. Loughran, 2007; Zeichner, 2007) which focused on our own experiences when planning and teaching a 7,5 ECTS course in initial teacher training. The focus of the course was the pedagogical use of web 2.0-resourses to create learning objects for use in (pre-)schools. The course could be characterized as innovative since its focus, content and form of distribution, teaching and examination goes far beyond what’s common in initial teacher training inSweden(Enochsson, 2010; Ericsson & Löndahl, 2008). Lectures, seminars and student co-operation were mainly web-based and students were encouraged to take a very high degree of responsibility for their own learning. Web-based resources specifically created for the course were offered to compensate for the scarceness of face-to-face meetings.The fact that we both have rather different experiences of the content and the technology used in this course, and of being a teacher educator and researcher, was used as a methodological postulate for the self study project. After every seminar, lecture or examination the two of us reflected together. Sometimes non-scheduled student contacts also actuated further reflections. These reflections were recorded digitally and notes were taken. In total five hours of recordings were made at eight times. In between these collaborative reflections, personal reflections were noted and sometimes taped.Some of the key-findings discussed in the paper are: Insights in challenges and opportunities for both teachers and students to integrate (a) content knowledge; (b) pedagogical knowledge; and (c) technological knowledge; into (d) a Technological Pedagogical Content Knowledge, TPACK (see Mishra & Koehler 2006, 2008, cf. Ferdig, 2006).How our different skills and experiences gave us a better understanding of what might be difficult or unclear to students, thus making us able to give a better course and more valid student feedback. We also identified some of the mechanism that made us, as “expert” and/or “novice”, take certain things for granted (cf. Sandretto) which in turn might make us miss students’ proximal zone of development. When co-operating closely and complementing each other skills- and experience wise, this is less likely to happen. Another insight was how our different proficiencies (i.e. our different understanding of technology, pedagogy and content) affected our assessment of the students’ multimodal presentations, what becomes focused, valued and assessed.Implications for teacher education, teacher educators’ professional development, student teachers, and for (pre)school are also discussed.
26.	Fransson, Göran, 1968- (författare) Digital Dilemmas in Dilemmatic Space(s) : Analysis of a Digitalized Society 2015 Konferensbidrag (refereegranskat)abstract The purpose of this paper is to critically analyse digital society from the perspective of dilemmatic space. The theoretical frame offers new ways of making sense of the digital society, and may provide new perspectives on how to manoeuvre (or not) in it. The theoretical framework is applied in relation to three themes of digitalised society: (a) the blogosphere and social networking communities (SNC), (b) file sharing, network control and surveillance; and (c) educational school context. These themes have been chosen in order to illustrate the different aspects of a digital society and to show how the theoretical framework operates when different aspects of these themes are placed in the foreground or background, i.e. emphasised or downplayed.
27.	Fransson, Göran, 1968-, et al. (författare) Digitalise and capitalise? : Teachers’ self-understanding in 21st-century teaching contexts 2019 Ingår i: Oxford Review of Education. - : Routledge. - 0305-4985 .- 1465-3915. ; 45:1, s. 102-118 Tidskriftsartikel (refereegranskat)abstract The digitalisation of educational contexts has changed the practice of teaching and learning. In this, teachers have a key role in enacting digital technologies for this purpose and have different opportunities to do so. This article explores how digitalisation can affect teachers by focusing on: (a) how teachers manage to capitalise on digitalisation; and (b) how digitalisation can affect and reconstruct their self-understanding. Two teacher colleagues of English as a foreign language (EFL) in the same teaching team are interviewed and observed. Drawing on the interplay between self-image, self-esteem, job motivation, and task perception, it is shown how the teachers’ self-understanding is played out and changes due to the call for digitalisation. Whereas one of the teachers has been able to capitalise on digitalisation in a way that has been beneficial both professionally and personally, the other has felt pressurised by it. A conclusion is that a limited or extended use of digital technologies should not be taken as an indicator of teaching quality.
28.	Fransson, Göran, 1968-, et al. (författare) Dilemmatic Spaces in Educational Contexts : Towards a conceptual framework for dilemmas in teachers work 2013 Ingår i: Teachers and Teaching. - : Informa UK Limited. - 1354-0602 .- 1470-1278. ; 19:1, s. 4-17 Tidskriftsartikel (refereegranskat)abstract In this article, the concept of introducing and analytically using the concept of dilemmatic space in an educational context offers a potential to elucidate and deepen the understanding of the complexity of teachers’ everyday practise in work. Traditional ways of looking upon dilemmas is that they are related to specific situations where people react to conflicting values, obligations or commitments, ending up in situations where there often is no right way to act. However, the idea of a dilemmatic space, introduced by Honig (1996), offers a more complex understanding of dilemmas and their positioning and relations. Instead of being considered as specific events or situations, dilemmas are regarded as ever-present in peoples’ living space, as in a dilemmatic space. As seen as a relational category wherein one object is related to another(s), the spatial dimensions of dilemmatic space highlight the dynamics of dilemmas and dilemmatic spaces. These dynamics are important to recognize, for instance in relations to changeable boundaries of the space or issues dealt with that conjure up the dilemmas both on an individual and social level. These changing conditions of values, decision, responsibility and authority change the rules for relations, negotiations, and positioning, and thus the boundaries for the dilemmatic space and the dilemmas. In this article, the theoretical base for the idea of dilemmatic space is elaborated and connected to conditions for teachers’ work. Some conclusions are that new concepts force us to challenge pre-conceptions and involve us in new kinds of sense making processes. As such, the idea of dilemmatic space offers a broad theoretical framework to conceptualise dilemmas as well as the complexity of the educational contexts.
29.	Fransson, Göran, 1968-, et al. (författare) Dilemmatic Spaces in Teachers Work : Towards a Conceptual Framework for Dilemmas in Teachers Work 2011 Konferensbidrag (refereegranskat)
30.	Fransson, Göran, 1968- (författare) Discussant in the Symposia "Research on Practices of Teacher Induction Part II" 2013 Konferensbidrag (refereegranskat)abstract The symposium consists of two consecutive sessions (Research on Practices of Teacher Induction I and II). In the first paper of the first session (Part I), a theoretical framework was introduced, and the two following papers studied the practices of induction from two different empirical viewpoints. The second session of the symposium (Part II) will introduce three more empirical research projects about teacher induction. The session will continue on the direction which has been indicated in the first part of the symposium, addressing the research ruestion: how are the practices of teacher induction constituted in the three aforementioned dimensions: (1.) physical spacetime, (2.) semantic space and (3.) social space (Kemmis & Grootenboer 2008; Kemmis & Heikkinen 2012). The speakers come from countries with different culture and history, teacher education and induction systems which enriches the quality of information gathered within the symposium. The first presentation from Norway will focus on examining mentors’ pedagogical content knowledge (PCK) which is constituted of content knowledge and pedagogical knowledge. This presentations is focused on the (2.) semantic space of induction. It addresses the meaning-making processes of teachers through asking how mentors themselves define their professional content knowledge. The second paper will introduce an emerging practice of teacher induction, Peer-Group Mentoring model (PGM) which is currently being disseminated throughout Finland. Based an empirical analysis of qualitative and quantitative data, experiences of the national program will be introduced. The third presentation is based on the work of the European PAEDEIA network (Pedagogical Action for a European Dimension in Educators' Induction Approaches) and introduces a comparative research design about three parallel models for induction: one in Finland, one in Turkey and one in Sweden.
31.	Fransson, Göran, 1968-, et al. (författare) Disruptive innovations in teacher education? 2021 Konferensbidrag (refereegranskat)abstract The initial paper has a conceptual approach and problematizes innovation in teacher education. While the term “innovation” often has positive connotations, it can also be regarded as a ‘buzzword’ that is associated with change and market logic or be overused to hype specific issues (Mozorov, 2014). When comes to teacher education, “innovation” has been associated with a number of issues, of which technology is the most common. The notion of innovation may seem out of place in a teacher educational context, especially if it is associated with market logic and technical-rational positions, where innovation is conceptualized and construed as something new, unique and often based on cutting edge technology. In this context, Ellis, Souto-Manning and Turvey (2019) suggest that “technology-based claims of innovation in teacher education [...] must be viewed critically” (p. 8) and that “many ‘innovations’ merely reproduce unequal and unjust situations, educationally and more socially” (p. 3). Here, the notion of “principled innovation” (Sirotnik, 1999; Mishra, 2020) offers a framework for connecting innovation to norms, values and ideas about the public good. Principled innovations have been suggested as: “the ability to imagine new concepts, catalyse ideas, and form new solutions, guided by principles that create positive change for humanity” (Arizona State University Mary Lou Fulton Teacher College, 2019). However, this framework also generates questions like: Who decides what a positive change for humanity is? Who would benefit the most? To what extent is it possible to foresee the innovation’s further development? The latter question could be exemplified with a technological innovation such as Facebook, which was first acknowledged as a socially connecting platform but was later also associated with hate, social profiling and political manipulation (González, 2017). Principled innovations could emphasize moral and political dimensions and thereby reinforce inequality and injustice. They might also miss disruptive innovations as emerging technologies that challenge the existing ones. Here, the notion of disruptive innovation offers a conceptual frame for understanding how innovations can emerge in teacher education (Bower & Christensen, 1995; Ortlieb, Susca, Votypka & Cheek, 2018).In this conceptual paper we aim to contribute to the discussion about how the concept of innovation can be construed, understood and positioned and how it can be used in a teacher education context. Although the notion of innovation is used to understand developments that extend beyond the production of new technological devices, we here direct attention to the implementation of new technologies for use in the education sector and innovations driven by applying technology in new ways. Drawing on different understandings of the concept of innovation, the notions of innovation, principled innovation and disruptive innovation are problematized in relation to technological innovations in teacher education and as a frame of reference for the symposium.
32.	Fransson, Göran, 1968- (författare) Dokumentation för kvalitetsutveckling : Olika sätt att dokumentera nya lärareserfarenheter 2005 Konferensbidrag (övrigt vetenskapligt/konstnärligt)
33.	Fransson, Göran, 1968-, et al. (författare) Education of Mentors 2011 Konferensbidrag (refereegranskat)abstract In this presentation, we study various ways of organising education for mentors in Estonia, Denmark, Finland, Sweden and Norway. Our research questions are: (1.) How have the mentor training programmes been carried out? (2.) What is the degree of formalization of mentor’s education in the participant countries of NQT-COME? (3.) What are the advantages and disadvantages of formalizing mentoring and mentor education? Firstly, we will parallelly introduce a general description of the national solutions of education for mentors from seven viewpoints: (1.) by whom are the who mentors’ education organized (2.) what are the aims, contents and structures of mentor studies (3.) what is the level of accreditation of studies (4.) how is the mentors’ training financed (5.) how is it connected with initial and in-service teacher education (6.) how are the mentors recruited (7.) what are the current challenges and further plans in each of the aforementioned countries. Drawing from this, we will closer analyze the various national solutions within a continuum of formalization vs. in/nonformalization. As a conclusion, the most formalized system is one implemented in Estonia, whereas the least formalized practice architecture is found in Finland.
34.	Fransson, Göran, 1968- (författare) Educational culture and the impact on national mentoring approaches : Comparing issues of trust, research-based development and ideology in a Finnish and Swedish educational context 2014 Ingår i: AERA conference, digital database. Konferensbidrag (refereegranskat)abstract The purpose of this analytical paper is to examine how culturally embedded norms, values, relations and prerequisites operate in the development of a mentoring system. This is done by comparing Sweden’s top-down mandatory one-to-one mentoring approach and evaluation, with Finland’s bottom-up peer-group mentoring approach initiated, piloted and implemented by researchers. The analysis is based on meta-analysis of research, policy documents, written and oral information.The analysis show that culturally embedded issues, such as a culture of trust, an ideology of distrust, teachers’ and researchers’ positions and the ‘need’ to strengthen cooperation or evaluate teachers in different ways, contribute to the development of peer-group mentoring and one-to-one mentoring with evaluation.
35.	Fransson, Göran, 1968- (författare) En lärarlegitimation kan skapa nya problem 2010 Ingår i: Arbeterbladet. - Gävle. - 1103-9027. ; :3 november, s. 3- Tidskriftsartikel (populärvet., debatt m.m.)
36.	Fransson, Göran, 1968- (författare) En sammenlikning mellom skole og det militære når det gjelder spørsmålet om innføring i yrket 2007 Konferensbidrag (övrigt vetenskapligt/konstnärligt)
37.	Fransson, Göran, 1968-, et al. (författare) Exploring a conceptual framework for research on Induction and Mentoring : Combining Policy enactment, task perception, and agency 2014 Ingår i: AERA conference, digital database. Konferensbidrag (refereegranskat)abstract This paper focuses on the research questions that are emerging from the current reforms with consequences for Induction and Mentoring in various countries. The implementation focus is on the interplay between the new triad formed as a consequence of a Teacher Registration Reform in Sweden: head teacher/mentor/mentee as situated in a larger context of policy development and development in/of practice. The objective of this paper is twofold; (a) to elaborate and discuss a conceptual framework based on an interplay between the theoretical contributions of policy enactment (Ball, Maguire & Braun, 2012), task perception (Kelchtermans, 2009) and agency (Priestley and Biesta); (b) to discuss its possibilities for research within the field of induction and mentoring, and (c) provide an example of how it could be implemented in a study on induction and mentoring.
38.	Fransson, Göran, 1968-, et al. (författare) Exploring a conceptual framework to understand how principals balance the partly contradictory tasks of evaluating and supporting newly qualified teachers 2017 Konferensbidrag (refereegranskat)abstract In many countries it is argued that the “quality of teachers” is the most important school-related factor in pupils’ learning (Hattie, 2009; 2012). Teacher quality has become a key argument for teachers’ professional development. When it comes to newly qualified teachers (NQTs), in many countries the call for “teacher quality” has either led to reforms that support NQTs or reforms requiring an evaluation of their competence. In some countries these approaches are combined, with induction systems and mentoring that support NQTs and an evaluation of their skills to ensure quality. However, some research suggests that if the same person performs both roles it is more difficult to create and maintain a relationship based on confidence, openness and mutual trust that promotes risk-free learning (Author 1, 201, Jones 2009). In some countries or states mentors perform both these roles (cf. Yusko & Feiman Nemser, 2008), whereas in others these two roles are separated so that mentors support and principals evaluate.The latter kind of system was introduced in Sweden in 2011, with mentors supporting NQTs and principals performing the evaluation (Government Bill, 2010/11). However, previous research shows that when the Swedish principals performed the assessment they also supported the NQTs (Author 1, Author 2, Author 3, 201) in that they partly applied an instructional leadership (cf. REF) and gave post-observation feedback. However, being both an evaluator and supervisor can be challenging. For instance, Hinchey (2010) claims that teachers only improve their practice in relatively non-threatening contexts and that the assessment may challenge this (cf. Author 1, 201; Range, Young & Hvidstone, 2013).A review of the research literature reveals that there is an urgent need for theoretical development in order to understand how principals enact and balance their roles as evaluators of NQTs and pedagogical leaders. In responding to this call, the purpose of the paper is: (a) to elaborate and discuss a conceptual framework that captures how principals enact and balance their roles as evaluators and pedagogical leaders in the context of evaluating NQTs and (b) to exemplify how data can be related to the framework.Theoretical frameworkThe emphasis on and combination of supportive and evaluative dimensions are contained in the framework of a four-way table that includes “formal and structured evaluation” vs. “informal evaluation” and “strong instructional leadership” vs. “weak instructional leadership”.The evaluation dimension is defined as the extent to which evaluations are scheduled, planned, directed by guiding formulae, how the different issues of the national standards are focused, time spent on the evaluation, the structure and focus of the follow-up discussions etc. The instructional dimension is defined as how and how much guidance is given and how the NQTs professional development are facilitated. Here the focus is on guidance and feedback that contribute to developing the instructional skills or pedagogical thinking of the NQT. Positive feedback relates to the content included in the table. Positive feedback in a general sense, without connection to instruction, thinking or a situation, is not included. For instance, positive feedback heard in the corridor, such as: ‘colleagues say you perform well’, is not included in this dimension. Guidance can be absent or present, more or less extensive, or constructive and detailed.Methods/methodologyThe framework is developed by reviewing the research literature in the areas of teacher induction (cf. (Hobson, Ashby, Malderez, & Tomlinson, 2009), evaluation of NQTs (cf. Yusko & Feiman Nemser, 2008) and principals’ instructional leadership (cf. Neumerski, 2013; LaPointe Terosky, 2016). Most of the literature relating to principals’ instructional leadership focuses on teachers in general and not specifically NQTs (cf. Tuytens & Devos, 2017), but is nevertheless valuable.Drawing on and combining supportive and evaluative dimensions result in a four-way table framework with the following axes: “formal and structured evaluation” vs. “informal evaluation” and “strong instructional leadership” vs. “weak instructional leadership”.This framework is then used in explorative analyses of data from a longitudinal research project in which five principals conducting a formal evaluation of NQTs are followed in the year of the evaluation. These five principals are regarded as cases. The NQTs being evaluated teach Years 4-6.Each principal is interviewed at least twice during the year (in total between 73-158 minutes), which forms the main data for the analysis. The interviews and analysis explore principals’ self-reported information regarding their strategies to enact and balance their role as evaluators and the support they provide. Using the software NVivo, codes are created based on content analysis (Miles, Huberman & Saldaña, 2014).Self-reported data needs to be looked at critically (Podsakoff, MacKenzie, Lee, & Podsakoff, 2003). To validate this kind of data: (i) observations and recordings of post-observation conversations (tot. 72 minutes) are performed with two of the principals (A and C) and their NQTs, (ii) joint interviews are conducted with three principals (A, C and E) and their NQTs (in total 130 minutes) and (iii) observations of three of the principals’ observations (B, C, D) are carried out. A coherent design of these validating strategies is not possible due to ethical and practical reasons. Three of the NQTs did not feel comfortable with the participation of an external researcher during the observations and/or post-observation conversations. Some of the planned observations were cancelled due to illness, the unavailability of the informant or were performed ad hoc and informally and were not observed or recorded.Expected outcomes/resultsPositioning the principals in the framework of the four-way table with the axes “formal and structured evaluation” vs. “informal evaluation” and “strong instructional leadership” vs. “weak instructional leadership” enables their actions to be positioned differently. Four out of the five teachers are positioned more towards “strong instructional leadership” and “formal and structured evaluation”, albeit with different emphases on the two dimensions. The fifth principal (E) is positioned more towards “informal evaluation” and “weak instructional leadership”. This principal describes his/her leadership as ‘leadership on the run’.The overall conclusion is that the theoretical framework enables principals to be positioned according to how their evaluative and supportive roles vary. Also, the quality of the data, for instance with regard to quantity, focus on relevant issues and different kinds of data (e.g. self-reported narratives, narratives from other actors such as NQTs, and first-hand information from the researchers’ direct observations) gives a much more informed analysis of the positioning in the framework. However, in this small-scale study, the different kinds of data do not contradict each other, but strengthen the conclusions and the positioning.Thus, the framework facilitates an understanding of how principals facilitate NQTs professional development in a context in which evaluative and supportive dimensions are applied. The framework could also be used to analyse how mentors balance the supportive and evaluative dimensions.ReferencesAuthor 1 (201). [details removed for peer review]. Article published in international peer-reviewed journal.Author 1, Author 2 & Author 3 (201*). [details removed for peer review]. Paper presented at an International Annual Conference.Government bill 2010/11:20 Legitimation för lärare och förskollärare [Registration for Teachers and Pre-School Teachers]. The Swedish Government. Hattie, J. 2009. Visible learning: a synthesis of over 800 meta-analyses relating to achievement. London: New York: Routledge.Hattie, J. (2012). Visible learning for teachers: maximizing impact on learning. London: Routledge.Hinchey, P.H. (2010). Getting teacher assessment right: What policymakers can learn from research. Boulder, CO: National Education Policy Center.Hobson, A. J., Ashby, P., Malderez, A., & Tomlinson, P. D. (2009). Mentoring beginning teachers: what we know and what we don't. Teaching and Teacher Education, 25(1), 207-216.Jones, M. (2009). Supporting the supporters of novice teachers: An analysis of mentors’ needs from twelve European countries presented from an English perspective. Research in Comparative and International Education 4, no. 1: 4–21.LaPointe Terosky, A. (2016): Enacting instructional leadership: perspectives and actions of public K-12 principals, School Leadership & Management,Miles, M.B., Huberman, A.M. & Saldaña, J. (2014). Qualitative data analysis: a methods sourcebook. (3. ed.) Los Angeles: Sage.Neumerski, C. M. (2013). Rethinking Instructional Leadership: A Review of What Do We Know About Principal, Teacher, and Coach Instructional Leadership, and Where Should We Go from Here? Educational Administration Quarterly 49 (2): 310–347.Podsakoff, P. M., MacKenzie, S. B., Lee, J.-Y., & Podsakoff, N. P. (2003). Common method biases in behavioral research: A critical review of the literature and recommended remedies. Journal of Applied Psychology, 88, 879–903. Range, B. G., Young, S. & Hvidston, D. (2013) Teacher perceptions about observation conferences: what do teachers think about their formative supervision in one US school district?, School Leadership & Management, 33:1, 61-77.Tuytens, M. & Devos, G. (2017) The role of feedback from the schoolleader during teacher evaluation for teacher and school improvement, Teachers and Teaching, 23:1, 6-24,Yusko, B., & Feiman Nemser. S. (2008). Embracing contraries: Combining assistance and assessment in new teacher induction. Teach
39.	Fransson, Göran, 1968-, et al. (författare) Exploring how a digitally skilled teacher’s self-understanding influences his professional learning strategies. A research cooperation between a teacher and a researcher 2021 Ingår i: Teacher Development. - : Taylor & Francis. - 1366-4530 .- 1747-5120. ; 25:4, s. 432-448 Tidskriftsartikel (refereegranskat)abstract The call for digitalisation in compulsory and upper secondary schools implies the need for teachers to pursue professional development. Here, teachers’ self-understanding may influence how they use, relate to and learn about digital technologies. The purpose of this article is to explore how a teacher’s self-understanding influences his professional development activities and, in turn, is influenced by his learning. In focus for this case study is one upper secondary school teacher’s endeavour to enact digital technologies and find suitable strategies for professional learning. This teacher and a researcher formed a reflective research partnership to explore how, and whether, the teacher’s self-understanding and professional learning strategies influenced each other. Reflective conversations, reflective writings and theoretical inputs facilitated the analysis.The findings show, for example, how his task perception changed over time from an emphasis on teaching to a greater emphasis on improvement, supporting colleagues in their learning and contributing to the professionalisation of the teaching community. This in turn influenced him adopting a self-directed informal learning strategy.
40.	Fransson, Göran, 1968-, et al. (författare) Exploring research on mentoring policies in education 2013 Ingår i: International Journal of Mentoring and Coaching in Education. - 2046-6854. ; 2:3, s. 218-232 Tidskriftsartikel (refereegranskat)abstract Purpose-This article expands the conversation about mentoring and policy and provides a detailed analysis of empirical research on mentoring polices in education, with a focus on adult mentoring in primary and secondary schools.Methodology-Articles in peer-reviewed journals were examined using a systematic content analysis. In total, 405 abstracts/articles were reviewed, and 37 articles were subjected to an indepth analysis.Findings -Although very few articles dealt specifically with mentoring policy in any substantial way, a major finding that emerged was that to be effective, policy development should include not only the stakeholders who have the power to create it, but also those who must implement it.Research limitations - Although the authors acknowledge that the systematic search process may not have captured all the relevant articles, and that other books or resources on this topic might not have been accessed in the search process, serious research on the topic of mentoring policy and its implications for primary and secondary school contexts nevertheless seems to be limited.Practical implications-The findings have implications for practice and future research, and point towards the need for a comprehensive research agenda on this topic.
41.	Fransson, Göran, 1968- (författare) Forskning inom området utbildningsvetenskap vid Högskolan i Gävle : Forskning för att möta dagens och framtidens utmaningar 2020 Rapport (populärvet., debatt m.m.)abstract Vid Högskolan i Gävle bedrivs forskning av relevans för att förstå utbildning, undervisning och lärande i näringsliv och offentlig sektor, med huvudsakligt fokus på det formella utbildningsystemet i dess helhet – från förskola, skola och fritidshem till högre utbildningen vid universitet och högskolor.De flesta av forskarna inom området tillhör organisatoriskt Avdelningen för Utbildningsvetenskap vid Akademin för Utbildning och ekonomi (AUE), men bidragen med de centrala ämnesdidaktiska dimensionerna inom området görs i huvudsak av forskare som tillhör Avdelningen för humaniora (AUE) och av några som tillhör akademierna ATM och AHA. Det finns sålunda en närhet mellan de kompletterande kompetenserna inom organisationen.Vid HiG finns ett antal forskningsgrupper (miljöer) som samlar de utbildningsvetenskapligt orienterade forskarna kring olika tematiska frågor. Exempel på forskningsgrupper är Early Childhood Education (ECE), IT i lärande, Studies of Relationships In Educational Settings (STORIES), SEP (Studies in Educational Policies), ROLE (Research on Learning Environments) samt forskning inom matematikens- och naturvetenskapens didaktik, religionsdidaktik.
42.	Fransson, Göran, 1968-, et al. (författare) From a student perspective, what constitutes a good (or less good) use of ICT in teaching? 2018 Ingår i: Education and Information Technologies. - : Springer Science and Business Media LLC. - 1360-2357 .- 1573-7608. ; 23:5, s. 2155-2177 Tidskriftsartikel (refereegranskat)abstract This paper investigates what upper secondary school students regard as good or less good teaching using ICT. 367 Swedish upper secondary students in 2 schools responded to a web-based questionnaire. The students were asked to describe one of their teachers who used ‘ICT in a way that made them learn very well, and one who used ICT in a way that made them learn less well’ and to describe what these teachers did and why their teaching was understood as good or less good. 18 themes were identified, of which 17 were combined into eight overall counterpart themes and one non-counterpart theme. ‘Clarity’ was the most prominent theme, followed by ‘teachers’ ‘ICT skills’, ‘uses ICT in a good way’, ‘fun factor’, ‘puts information on the LMS’, ‘varies the teaching methods’, ‘demonstrates how to use ICT’ and ‘general pedagogical skills’. The results show that although the specific focus is on students’ views of their teachers’ use of ICT, general pedagogical skills are a major focus in the themes. Effectiveness is an explicit theme in terms of ICT adding value to teaching and learning, while ineffectiveness is an implicit underlying dimension in the themes relating to less good teaching. It is also evident that the students value the same teacher’s use of ICT in teaching differently.
43.	Fransson, Göran, 1968- (författare) Fusk, lärande och kreativa genvägar : ett resonemang om hur lärare kan arbeta för att motverka studentfusk 2012 Ingår i: I mötet mellan vetenskap och lärande. - Gävle : Gävle University Press. - 9789197489355 ; , s. 45-66 Bokkapitel (övrigt vetenskapligt/konstnärligt)
44.	Fransson, Göran, 1968-, et al. (författare) Förväntningar och realiteter : Om digitala teknologier i spänningsfältet mellan formulerings- och realiseringsarenor 2012 Ingår i: Små skritt eller store sprang?. - Oslo : Cappelen Damm Akademisk. - 9788202364380 ; , s. 274-298 Bokkapitel (refereegranskat)
45.	Fransson, Göran, 1968- (författare) Head Teachers on Evaluating Newly Qualified Teachers’ Competencies – What to Focus on and How. 2012 Ingår i: <em>Teachers’ Life-cycle from Initial Teacher Education to Experienced Professional</em>. - Brussels : Association for Teacher Education in Europe (ATEE). ; , s. 74-90 Konferensbidrag (refereegranskat)abstract A mandatory probationary year for newly qualified teachers in conjunction with teacher registration is to be introduced in Sweden from 1st July 2012 (Government Bill 2010/11:20). This reform requires newly qualified teachers to be supported by a mentor. During the probationary year, head teachers will be responsible for evaluating whether the teacher should be registered or not. This paper reports on an interview study that was conducted with nine Swedish head teachers concerning what kind of teacher competencies they would focus on when evaluating NQTs and how they would perform the evaluation.The results show that the head teachers would primarily like to focus on the following competencies of an NQT: (a) social interaction, (b) leadership and classroom management, and (c) mission and goal achievement. General pedagogical skills were mostly emphasised, whereas issues like subject knowledge and pedagogical content knowledge seemed to be taken for granted.The question of how the evaluation should be performed has two distinct dimensions: how to acquire information about NQTs competencies, which relates to technical issues of how information and impressions are made available for evaluation and how head teachers perceive, interpret, assess and evaluate what they see, hear and feel. As the latter, more elusive dimension involves cognitive and procedural aspects of evaluation, the head teachers involved in the study found it difficult to describe and explain.
46.	Fransson, Göran, 1968-, et al. (författare) Highly Committed Teachers: What Makes Them Tick? : A Study of Sustained Commitment from a Longitudinal Perspective 2013 Konferensbidrag (refereegranskat)abstract This paper focuses on teacher commitment, and in particular teachers who display high levels of commitment throughout their long teaching careers (over 15 years). Graduates from one Teacher Education programme were interviewed on nine occasions via email about their working lives, which spanned from their graduation in 1993 to 2012. Out of the 69 who answered on all nine occasions, seven teachers stating high levels of commitment during all their years in the profession were selected. Factors contributing to their commitment were categorized into the types described by Day et al (2005): personal context, school context, system context and professional factors. For every new generation of teachers, understanding their commitment to increase teacher retention and efficiency is of great value.
47.	Fransson, Göran, 1968-, et al. (författare) Highly committed teachers: what makes them tick? : A study of sustained commitment 2016 Ingår i: Teachers and Teaching. - : Informa UK Limited. - 1354-0602 .- 1470-1278. ; 22:8, s. 896-912 Tidskriftsartikel (refereegranskat)abstract This article focuses on teacher commitment, and particularly on teachers displaying sustained high levels of commitment throughout their teaching careers (over 15 years). Graduates from one Teacher Education programme responded to an open-ended questionnaire conducted on 10 occasions concerning their work as teachers, from graduation in 1993 to 2013. Out of the 72 who responded on all nine occasions, eight teachers stating high levels of commitment throughout their careers were selected for additional interviews. A framework containing four commitment factors was used as the point of departure. Content analyses of the interview and selected questionnaire data then resulted in a revised framework of five factors: personal, teaching, school context, system context and professional development. Accounts from eight teachers with sustained high commitment illustrate the framework. The article offers an extended framework for understanding and categorising the factors that contribute to teacher commitment.
48.	Fransson, Göran, 1968-, et al. (författare) Human elements and the pragmatic approach in the Australian, Scottish and Swedish standards for newly qualified teachers 2018 Ingår i: Journal of educational change. - : Springer Netherlands. - 1389-2843 .- 1573-1812. ; 19:2, s. 243-267 Tidskriftsartikel (refereegranskat)abstract Teacher standards are used in many countries, but it has been argued that there is a disconnection between the standards and teachers’ everyday practices. Mega-narratives about teachers' practices have been recognised as powerful for educational change and when implementing and legitimising standards. In this comparative study, the standards for newly qualified teachers in Australia, Scotland and Sweden are analysed in order to determine the extent to which they contain human elements, here framed as contextual professionalism, and/or paradigmatic knowledge (Olson and Craig, 2009. This comparison facilitates an exploration of how teachers' work is envisaged in the respective countries and what is expected or required from newly qualified teachers. The results indicate that the Australian and Scottish standards emphasise paradigmatic knowledge in teaching, whereas the now abandoned Swedish standards emphasise contextual professionalism in teaching.
49.	Fransson, Göran, 1968- (författare) Induction-forskningen vid Högskolan i Gävle samt nätverket NewlyQualified Teachers in Northern Europe— Research and Development Network (NQTNE) 2009 Konferensbidrag (populärvet., debatt m.m.)
50.	Fransson, Göran, 1968- (författare) Induction in different professions — trends and tails 2006 Konferensbidrag (övrigt vetenskapligt/konstnärligt)

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