| 1. |
- Arnesen, Trine, 1969-
(författare)
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Are they ready for this? : Experiences on implementing educational behavior-analytic interventions in Norwegian kindergartens
- 2014
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Doktorsavhandling (övrigt vetenskapligt/konstnärligt)abstract
- This thesis describes an investigation into experiences connected to the implementation of educational behavior-analytic interventions (ABA) for children with autism in kindergartens. The research questions and the methodological choices in this investigation evolved based on new experiences over the course of the research project. Three sub-studies were conducted: a single case study on the implementation of ABA teaching programs specifically targeting joint attention skills for children with autism in kindergartens (Study 1); a questionnaire survey on the experiences of ABA supervisors in implementing ABA in kindergartens (Study 2); and an interview study on the experiences of ABA teachers in implementing ABA in kindergartens (Study 3). During Study 1, it appeared that the teaching intensity of the targeted ABA teaching programs varied largely from what was initially planned for all four of the participating children. Under those conditions, the learning outcomes of the children also varied. With regard to Study 2, the survey data obtained from 29 ABA supervisors indicated that many children with autism who receive ABA in Norwegian kindergartens do not receive the number of teaching hours being planned for them. There also seems to be quite a large number of kindergartens that lack teaching teams and who receive supervision less than what is generally recommended to obtain the optimal outcome from ABA. With regard to Study 3, the interview data obtained from 10 ABA teachers illustrated how implementation factors such as compatibility, complexity, client responsiveness, and supervision can be manifested when ABA is implemented in the kindergarten. A main finding was that in some cases there seem to be conflicting opinions within the kindergarten about whether ABA is right for the child, something that was interpreted to reflect a conflict between the categorical and the relational perspectives of special education.
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| 2. |
- Augustsson, Christian, 1966-
(författare)
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Unga idrottares upplevelser av föräldrapress
- 2007
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Doktorsavhandling (övrigt vetenskapligt/konstnärligt)abstract
- Over the last decades intense debates have taken place, in the mass media, regarding the child-parent relation within sport. Questions have been raised if parent’s involvement can be a source of pressure for children and youth. In Sweden relatively little research have been undertaken to study this problem.Therefore the aim of this thesis is:- to describe and analyse children’s and youth’s experiences of parental involvement within the sport milieu, focusing on parental pressure.The purpose has also led to the following formulated problems:- How do children and youth experience parent’s presence, actions and open reactions toward young athletes in the sport milieu?- What does it mean for young athletes to experience parental pressure?Parents can unintentionally impose pressure on children just by trying too hard to be a good sport parent. Earlier research has proposed that young athletes experience pressure from parents when there is an imbalance between the experienced intensity in the parental involvement and what they desire. Given this background parental pressure was defined as: young athlete’s experiences of feelings of insufficiency in sport, which is emanated from parent’s, both hidden and outspoken, demands and expectations to achieve within the sport milieu”. For this thesis a critical factor in the theoretical framework is young athlete’s subjective experiences of parents, and especially parental pressure, in the public sport milieu.The data collection consisted of both questionnaires and interviews. The respondents (n=601, age 8 to 16) were selected from twelve of the most popular sports for children and youth (football, handball, swimming, equestrian sport, tennis, floor hockey, athletics, golf, ice hockey, gymnastics, figure skating and table tennis. The data from the interviews was collected from a sample of twelve young athletes (age 10 to14).The results showed support for how children in general are happy and satisfied with their parent’s involvement (81%). However it was also found that there was a minority group of 19% that indicated experiences of high parental pressure. In the results there were also tendencies that showed how certain sports (tennis, swimming, golf and equestrian sport) scored higher on the parental pressure scale than others. The respondents who scored low (under the mean) on the self-perception scale showed tendencies to score high on the parental pressure scale (Rho= -.38, p<.01). The factors connected to parental pressure, highlighted in the interviews, were also emphasized in an open-ended question.Stronger guiding principles, reinforced motivation and designed education dealing with these subjects in organised sport are inevitable. Otherwise organised youth sport will never succeed in oppressing the primary sources of children’s experiences of parental pressure.
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| 3. |
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Barn, barndomar, rättigheter och utbildningar : Vänbok till Solveig Hägglund
- 2012. - 1
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Samlingsverk (redaktörskap) (övrigt vetenskapligt/konstnärligt)abstract
- Bidragen i den här vänboken handlar alla om de teman som ständigt varit aktuella i Solveigs Hägglunds vetenskapliga gärning. Det vill säga, texterna handlar om barn och barndomar, om barns rättigheter och om de villkor som är förenade med utbildning för barn. Bidragen belyser den forskning som våren 2012 är aktuell vid avdelningen för utbildningsvetenskap vid Karlstads universitet författade av före detta doktorander och av kollegor till Solveig.Denna vänbok tillägnas vår kollega Solveig Hägglund, professor emerita i pedagogik vid Karlstads universitet.
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| 4. |
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| 5. |
- Bergh, Andreas, 1964-, et al.
(författare)
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Local enactment of the Swedish ‘advanced teacher reform’
- 2019
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Ingår i: Journal of Curriculum Studies. - : Routledge. - 0022-0272 .- 1366-5839. ; 51:3, s. 326-341
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Tidskriftsartikel (refereegranskat)abstract
- This article focuses on a new form of governing that targets a selected group of teachers. Specifically, it analyses how the Swedish so-called advanced teacher reform is enacted at the local level and discusses its implications for teachers’ professionalism. The methodological approach enables a local analysis in a broader international policy context. Using characteristic elements from curriculum theory to analyse the relationship between different levels and elaborating on the linguistic turn of curriculum theory, three concepts are central in the analysis: enactment, linguistic criteria and professionalism. Empirically, the study draws on material from a two-year application process in a medium-sized municipality. The result demonstrates that the local enactment process is clearly influenced by transnational policy trends and that less allowance is made for teachers’ own experience-based knowledge in the second studied year. The linguistic analysis shows how the applicants using the ‘right concepts’ were selected to become ‘advanced teachers’. As complex and qualitative aspects disappeared from the agenda, this type of governing, with its standardized use of language, may reduce schools’ educational potential. Changes like this raise new questions about how schools can maintain and develop democratic and professional values whilst being exposed to new policy trends.
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| 6. |
- Bergh, Andreas, 1964-, et al.
(författare)
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Local enactment of the Swedish national "advanced teacher reform"
- 2017
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Konferensbidrag (refereegranskat)abstract
- In the last decades great efforts have been made in many countries to build education systems that are hoped to enable raised quality, expressed in terms of better learning outcomes and higher goal achievement. One of the most highlighted keys for this development is the crucial role of the teacher expressed in international educational policy documents like ‘Teachers matter’ and ‘Nothing beats a good teacher’ (OECD 2005, 2009, 2011; National Agency for Education 2010). To analyze how those intentions are interpreted and enacted by different local, public and private educational actors, this paper will investigate how one country, Sweden, has decided on a career reform for teachers and specifically how this is enacted at a local level.
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| 7. |
- Bergh, Andreas, 1964-, et al.
(författare)
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Local enactment of the Swedish national 'advanced teacher reform'
- 2017
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Konferensbidrag (refereegranskat)abstract
- The overriding aim with this paper is to study how the Swedish advanced teacher reform is enacted at a local level. More specifically, we have chosen to study the local process of application over the period of a few years in a middle-sized Swedish municipality. By regarding the linguistic dimension of the reform, analyses of the language used will contribute to illuminate tensions and power relations between different levels and actors in the local enactment processes. Thus, language plays an important role in shaping our understanding of policy changes and instead of just studying individual texts and actors, different speech acts must be related to a wider social context (Skinner, 2002). Our interest in the local enactment of the reform is to view and analyze language as a tool with which politicians, local administration and private agencies can shape their demands and desires with the reform. Simultaneously, language is also a tool that both enables and hinders teachers’ descriptions of professional competencies in their applications.Perspectives / Theoretical framework: The advanced teacher reform is part of international trends and movements. In text analyses of national expectations of the reform, many researchers show how not only national policy actors have had an influence on shaping the reform but also strong international actors like the EU and the OECD. Today, networks of policy actors, whether they are commercial, ‘grey zone’ (Lindblad, Popkewitz & Pettersson 2015) or politically appointed, are interrelated in a variety of ways in transnational and intra-national spaces of policy (Ball 2016). Altogether this means that various restructuring processes have led to circumstances whereby today’s national and local performance of school reforms are in a completely new political situation (Hopmann 2008). Thus, the local enactment of reforms needs to be understood in relation to a broader policy context, which is complex and occasionally holds paradoxical expectations, which also change over time.Data sources and methods: The aim is operationalized through analysis of how the language is used by local actors, as expressed in written form in authoritative local documents and complemented by interviews, in application templates and in applications from teachers who apply for a position as advanced teacher. The local case represents a Swedish middle-sized municipality with approximately 650 teachers employed in the compulsory school. Since the start of the reform there have been several application rounds from which we have studied the first and the second round. Our sample consists of 40 applications from the rounds 2013 and 2014. We have strived to represent both male and female applicants who work with pupils in diverse age and with different subjects. Each application consists of approximately 75–100 pages.Results: Our results are based on interpretations on how the language and formulations made by the applicants respond to the requested abilities in the application templates. The temporal aspect is important as we notice differences in what criteria the applicants pay attention to from one year to another. These differences are found to be related to both changes in the application templates as well as an increasing awareness among the applicants on what criteria the municipal school administration consider to be valuable. Taken together, in our analyses we found two major expressed abilities to be of interest. First and foremost it is about abilities to work with assessment and secondly it is about abilities to work with pupils influence. Assessment is especially interesting as we found obvious changes related to the concept between the two rounds. Formative assessment appears more frequently in the second round where we also notice how for example words like legally secure, fair, equitable and summative assessments appear as reinforcements in the applications. Furthermore words like evidence based, proven experience, collegial learning appears in the second round, but mostly without descriptions of its meaning.Relevance: Our results demonstrate how international trends and a national reform for improving teacher and teaching quality is being transformed on the local level. By showing this we believe that the local enactment of the Swedish advanced teacher reform is an interesting case for other countries.
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| 8. |
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| 9. |
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| 10. |
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Berättelser : Vänbok till Héctor Pérez Prieto
- 2018
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Samlingsverk (redaktörskap) (populärvet., debatt m.m.)abstract
- Denna vänbok tillägnas vår kollega Héctor Pérez Prieto. Boken består av olika berättelser med anknytning till Héctors forskning och tillsammans formar bidragen en ny berättelse om hans forskarliv, en slags livsberättelse.Författarna är akademiska vänner som vid olika tidpunkter och på olika platser samarbetat med Héctor som handledare, student, doktorand och kollega.
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| 11. |
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| 12. |
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Challenging Democracy in Early Childhood Education : Engagement in Changing Global Contexts
- 2019
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Samlingsverk (redaktörskap) (refereegranskat)abstract
- This book explores how concepts and values of contemporary democracy are variously understood and applied in diverse cultural contexts, with a focus on children and childhood and diversity. Drawing on a range of methodological approaches relevant to early childhood education, it discusses young children's engagement and voice. The book identifies existing practices, strengths, theories and considerations in democracy in early childhood education and childhood, highlighting the democratic participation of children in cultural contexts. Further, it illustrates how democracy can be evident in early childhood practices and interactions across a range of curriculum contexts and perspectives, and considers ways of advancing and sustaining practices with positive transformational opportunities to benefit children and wider ecological systems.It offers readers insights into what democracy and citizenship look like in lived experience, and the issues affecting practice and encouraging reflection and advocacy.
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| 13. |
- Elfström Pettersson, Katarina, 1959-
(författare)
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Production and Products of Preschool Documentation : Entanglements of children, things, and templates
- 2017
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Doktorsavhandling (övrigt vetenskapligt/konstnärligt)abstract
- The objective of the present study is to produce knowledge about how children, things, documents, computers, teachers, templates and other entities take part in and produce documentation in preschool systematic quality development work. The thesis asks questions about how and what is produced as quality in preschool documentation. Through a posthumanist agential realist approach, the study engages empirically in video recordings of preschool documentation practices from one Swedish preschool, and in documentation from four other Swedish preschools.The results, presented in four articles, show that documentation practice is complex and entangled with a variety of entities, human and non-human, and spaces and time. The study shows how children’s participation in production of documentation does not depend on which documentation method is used. In the study, objects such as computers, images and coloured labels, together with teachers’ attitudes and agendas, have an impact on the way that children are involved in producing documentation. The results also show that the products of documentation, intra-acting with a local template, with past and present preschool traditions and policies, produce rather than represent certain elements of quality such as teachers’ actions, children’s interests and thematic work. The thesis produces knowledge about how the focus of preschool documentation shifts away from individual children and towards teachers’ activities, and creates possibilities for what preschool practices and quality may become.
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| 14. |
- Enochsson, Ann-Britt, et al.
(författare)
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Ethical issues in child research : Caution of ethical drift
- 2019
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Ingår i: Challenging Democracy in Early Childhood Education<em></em>. - Singapore : Springer. - 9789811377709 - 9789811377716 ; , s. 27-39
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Bokkapitel (refereegranskat)abstract
- The background for this study is the last decades emphasised ethical considerations in child research. We have found ethics to be more and more acknowledged and regulations to be strengthened. Based on this, the aim of the study is to review the ethical issues in child research to find out how ethical considerations are dealt with in this respect. Four important journals, representing three important editors were selected. Through reading 707 abstracts from volumes 2016 and 2017, empirical studies focusing on children under the age of 8 were found in 95 articles and were further analysed regarding ethical issues. The result shows that regardless of requirements in journal guidelines, about one third of the articles lack any ethical reflection. Further, it is also shown that just over half of the articles merely stated compliance with regulations and standards, and just a few of articles presented a deeper reflection on the ethical considerations including occurring dilemmas. The shift towards stronger ethical regulations is discussed as if it might encourage the tendency of just doing what is necessary according to laws and when doing so, the risk of ethical drift is elaborated.
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| 15. |
- Enochsson, Ann-Britt, et al.
(författare)
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Incongruence in Ethical and Methodological Issues in Research Concerning Children's Perspective
- 2003
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Konferensbidrag (refereegranskat)abstract
- Abstract Experiences from two doctoral dissertations where childrens perspective has been focused have shown that ethical as well as methodological issues have to be highlighted. Interview studies and ethnographical studies often take up the perspective of the researcher or other adults to obtain as valid results as possible. The authors would like to extend the problem to include also what it means to the children in preschool and school to participate in a scientific study, and put focus on ethical aspects which can arise when chil-dren and researchers meet.
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| 16. |
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| 17. |
- Ericsson, Gunilla, 1952-
(författare)
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Ledares aktionslärande : Att styra och följa lärandeprocesser i arbetslivet
- 2007
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Licentiatavhandling (övrigt vetenskapligt/konstnärligt)abstract
- AbstractThis study reports a project within which leaders in a local government administration develop their skills about and in action learning. The main focus is on the conditions that are needed in an action learning process. The aim is to analyse the working process, how the leaders make use of their own experiences from daily working life and put them into questions and actions, and finally, to question and analyse my own leading process as an action researcher.During nearly two years, the leaders taking part in the study and myself have been involved in a complex, social process where experiences from daily working life have put questions into actions and investigations.Results show that the leaders, through the working process, learned how to investigate, collect information and analyse data. Time and process were found to be key concepts in their action learning. Uncertainty characterised the leaders´ initially work while the enthusiasm and more initiative from their side appeared as the work proceeded. Through the process they had to deal and struggle with their staff’s notions about working conditions as well as their own leadership. Demands on responsibility for their own actions were mixed with a permitting atmosphere holding both laughing and testing of new ideas. Another result shows tensions within this learning process, on one hand, between the leaders who wanted to keep their agreed understanding and, on the other, my intentions to challenge their understandings. The variation and changing in interaction patterns over time between me and the leaders seem to be crucial to make this project the leaders´ own working process. My leadership changed from initially instructing, to coaching and finally to take a back seat. A main conclusion from the study is that designing adult education in a learning perspective, deals with working methods as well as content.Keywords: action learning, leadership, interaction, process, experiential learning, adult education
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| 18. |
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| 19. |
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| 20. |
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| 21. |
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| 22. |
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| 23. |
- Hildén, Ebba, 1976-, et al.
(författare)
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Ledarskap i förändring och behov av ett ansvarsfullt ledarskap som begrepp för framtidens förskola
- 2023
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Ingår i: Kapet (elektronisk). - Karlstad : Karlstads universitet. - 2002-3979. ; 19:1, s. 1-17
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Tidskriftsartikel (refereegranskat)abstract
- I svensk förskola är endast 40% av de som arbetar utbildade förskollärare, vilket i praktiken innebär att undervisning till stor del genomförs av barnskötare (eller annan pedagogisk personal). I förskolans styrdokument anges att det är förskolläraren som ska ansvara för undervisningen. Om barnskötare genomför undervisningen ska detta ske under ledning av förskollärare. I artikeln undersöks hur förskollärare beskriver sitt ledarskap över barnskötares undervisning. Analysen har genomförts med stöd i teorier om lärares professionalism som ansvarsfull eller som redovisningsskyldig. Resultaten visar på flera spänningsfält mellan dessa logiker, där förskollärares ledarskap över barnskötares undervisning både förhåller sig till ett professionellt ansvar och en redovisningsskyldighet, men där redovisningsskyldigheten tenderar att överväga. Resultaten diskuteras utifrån möjligheten att etablera ett nytt ledarskapsbegrepp i förskolan: ansvarsfullt ledarskap.
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| 24. |
- Hildén, Ebba, 1976-, et al.
(författare)
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Responsible leadership in preschool -towards a new theoretical understanding
- 2023
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Konferensbidrag (övrigt vetenskapligt/konstnärligt)abstract
- Research topic/aim: In this presentation, we focus on leadership between colleagues in the working team as well as preschool teachers’ responsibility for teaching in relation to the working team. This can be understood as ‘leadership within the preschool teaching activities’ (Jensen, 2022) The aim is to develop a theoretical understanding of leadership in preschool that takes previous experiences from preschool practice as well as from the teachers into account when arranging teaching activities and planning for the future. Theoretical framework: The theoretical framework consists of an ecological approach of Teacher Agency (Priestley, Biesta & Robinson, 2015) in which experiences are central and where cultural, structural and material aspects are considered vital when acting and achieving leadership in preschool. Methodology/research design: Through an action research project, preschool teachers will act, document and further discuss leadership activities in preschool with researchers. Insights from such discussions will - through recurring processes - be brought back to practice and enacted in new leadership activities. Expected findings: We expect the results to contribute a new understanding of leadership – a responsible leadership, which takes the context, history and temporality into account. Thereby, knowledge about how to enact a responsible leadership can both take advantage of the preschool’s own traditions and experiences and look ahead towards a teaching based on proven experiences and scientific basis.Relevance to Nordic educational research: The topic is relevant to all Nordic countries as leadership in preschool are relevant and similar within the Nordic education (and other school forms where teachers are expected to shared leadership)ReferencesJensen, M. (2022). Ledarskap mitt i verksamheten: Att leda kollegor i förskola, skola och fritidshem. [ Leadership within the teaching activities, in prescjool, school and leisure time centres]. GleerupsPriestley, M., Biesta, G., & Robinson, S. (2015). Teacher agency: An ecological approach. Bloombury Academic.
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| 25. |
- Hildén, Ebba, 1976-, et al.
(författare)
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Swedish student teachers’/beginner teachers’ experiences and visions of leadership : Bridging the gap between theory and practice
- 2021
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Konferensbidrag (refereegranskat)abstract
- Policy regulating Swedish preschool practice stresses preschool teachers’ responsibility to take a leading position towards childcare workers when teaching. Practicum places are sites in which development of students’ professional practical skills and experiences of leading childcare workers are expected to take place. However, research has shown resistance among preschool teachers toward taking the leadership making such skills and experiences hard for student teachers’ to achieve during practicum periods. The research aim is to shed some light on what possible combination of theoretical and practical skills about leadership student teachers experience during their preschool teacher education. Guiding questions are: What were their hopes and visions concerning leadership during their preschool teacher education? How are they, as beginners with a few months' employment as preschool teachers, able to practice their skills in the here and now? What gaps are there to mind? We use the theoretical framework of teacher agency (TA) (Priestley et al, 2015). TA is achieved through an interplay between the context and the individual. Experiences from the past (preschool teacher education), the cultural, structural and material aspects in the here and now (in the preschool settings), as well as visions for the future, affects the student teachers’/beginners’ achievement of abilities to practice their leadership skills. Data consist of a total amount of 70 sound-recorded seminars with 15 student teachers. These students were involved in a longitudinal research study during 7 semesters, continuously meeting with a group of researchers, discussing issues related to the preschool teacher profession. In this study, we conducted follow-up interviews with seven of them as beginner teachers a few months after graduating as preschool teachers. Preliminary findings indicate the student teachers’ experiences concerning leadership in preschool as limited, shaping a gap to mind when they as beginners are supposed to enact their visions. As students, they consider leadership to be an important topic to learn. They talk about theoretical skills achieved at campus but fear they will not be able to develop these skills during practicum periods. The study is of Relevance to Nordic educational research as the topic of theoretical and practical skills during teacher education are at hand in all Nordic countries. Priestley, M., Biesta, G., & Robinson, S. (2015). Teacher agency: An ecological approach. Bloombury Academic.
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| 26. |
- Hildén, Ebba, 1976-, et al.
(författare)
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Teachers’ leadership : Towards responsible professionalism and a new theoretical understanding
- 2023
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Konferensbidrag (refereegranskat)abstract
- Recently, educational practices in many countries has undergone policy changes (Hardy et al., 2019), which highlights the need for developing pedagogical skills in leadership. One of the main policy changes deals with teachers’ leadership, both leadership in the classroom as well as collegial leadership. Previous research within the field of leadership in education has hitherto mostly focused on formal leadership and the role of principals as well as primary and secondary school teachers’ leadership (Håkansson & Sundberg, 2018). However, there is a lack of research focusing on teachers’ leadership in the ECE. The current focus on teachers’ leadership in ECE seems to be an international phenomenon (Zulkifly et al., 2020). The Nordic council of ministers stress teachers’ competence, ‘an increased demand on pedagogical skills in leadership to lead and develop education in the ECEC’ (Hännikäinen & Lipponen, 2017, p. 27). In the Nordic countries, ECE teachers are responsible for teaching, which means leading other professional categories (childminders) and taking responsibility for pedagogical decisions. In Sweden, teaching must be conducted under the guidance of the ECE teacher (Education Act). Leadership tasks have proven to be problematic as the historical organization of the ECE holds horizontal distribution of tasks with ‘anyone can do anything’, continue to be of great importance (Catucci, 2021; Hildén, 2021; Olsson et al., 2020; Vallberg Roth, 2020). Overall, there seems to be a lack of theoretical concepts that can clarify and guide ECE teachers in the new task of enacting leadership when guiding childminders in teaching.The aim of this presentation is to explore ECE teachers’ professionalism and ability to achieve agency related to leadership. In order to describe, understand and discuss ECE teachers’ leadership, we use two related theoretical concepts that are both anchored in pragmatism. We believe that how leadership is enacted, relates to different kind of professional logics prevailing in the specific ECE context. We rely on the concept of teacher professionalism according to Solbrekke and Englund (2011), which in our study means the pedagogical quality of how ECE teachers enact their leadership (how) and with what content (what). Our research questions guiding the analysis are· What professional logics appear when ECE teachers are guiding childminders in teaching? and · How does these different professional logics affect teachers’ agency when guiding childminders in teaching?The analysis was conducted within the theoretical framework of professionalism as responsible or accountable (Solbrekke & Englund, 2011). Professional responsibility emphasizes an autonomous teacher who can act in the present and assess a situation based on their competence, who trusts their colleagues and can act proactively. On the other hand, an accountability professionalism, where adherence to guidelines and standardized norms for teaching, controlling and allowing predefined assessment criteria to determine what is considered to be teaching of good quality. Within this professionalism, the teacher acts reactively in relation to decisions made by employers and politicians. To further interpret and describe ECE teachers’ leadership, we have based our analysis on theories of teacher agency (TA) (Priestley et al., 2015). TA can be described as an ecological approach with temporal dimensions of past, present and future, in which experiences are central and where cultural, structural and material aspects are considered vital when enacting leadership in the ECE setting. MethodThe data consists of short written descriptions collected from 18 ECE teachers and 3 childminders. All of them work at three schools under the leadership of the same principal, whose approach consists of specifically arranged learning environments. In addition, all schools work with pedagogical documentation as a procedural approach to plan, analyse and follow up teaching. Relevant ethical guidelines have been followed.These 21 research participants make up just over half of those who were asked to, via e-mail, provide us with a description based on the following question:· What do you think about the phrase "teaching under the guidance of ECE teachers"? How is it done today? What experiences do you have of leading and of being led?Altogether, the texts comprises of a total amount of 5108 words. The analysis have been conducted through several steps. As a first step, we have searched for words and concepts connected to ECE teachers’ leadership, both when it comes to leading as well as to be led. As a second step, we have interpreted the described leadership actions in terms of professionalism as professional responsibility or accountability (Solbrekke & Englund, 2011). Finally, the results of the different professional logics have been related to the theory of teacher agency (Priestley et al., 2015). We have looked for specific experiences in the descriptions of leadership and to what extent we could distinguish visions and ideals of future leadership. Above all, the cultural aspects in terms of tradition within the school’s way of organizing leadership and teaching activities have been our analytical tool. ResultsIn the descriptions of ECE teachers’ leadership over the teaching of childminders, four central concepts emerge: Children, collegiality, learning environment, and documentation. These four concepts have been taken into account in the analysis of the professional logics that data has generated.The results of ECE teachers’ professional logics are described as three fields of tension around ECE teachers’ leadership while guiding the childminders in teaching. These relate to the professional mandate and the predetermined governance, trust and control, and proactive and reactive actions of ECE teachers. Children and collegiality appear to be more strongly linked to professional responsibility, while the learning environment and documentation are more strongly linked to accountability. ECE teachers’ agency, which is built up from both experiences and visions, is made visible in the dimension of the present in what they themselves describe as learning environments. Agency in this dimension is based on experiences and visions of children’s development and learning. However, ECE teachers’ agency when guiding the childminders in teaching is almost non-existent as their own experiences are based on collegiality and trust, which is reinforced by the cultural resources in the form of historical and traditional organization in work teams where anyone can do anything. It prevents ECE teachers from actively guiding childminders in the teaching and documenting processes, as stressed in the governing documents (structural resource). The cultural and structural resources counteract each other and in this way prevent ECE teachers from acquiring agency regarding leadership. Finally, in this presentation, we will present and discuss a theoretical model holding aspects of a responsible leadership that will help and guide ECE teachers in their new task of enacting leadership when guiding childminders in teaching.
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| 27. |
- Hildén, Ebba, 1976-, et al.
(författare)
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Teaching as a new mission : Swedish preschool teachers' collegial discussions
- 2023
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Ingår i: Early years. - : Taylor & Francis. - 0957-5146 .- 1472-4421. ; 43:1
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Tidskriftsartikel (refereegranskat)abstract
- This article explores how preschool teachers, over time, collectively manage teaching as a new part of their mission. The study’s empirical data consist of two related but temporally separated sets of data containing collegial discussions among preschool teachers; talks during a development process and group interviews with the same preschool teachers six months later. Through a theorydriven analysis, using the theoretical concept of teacher agency, different ways of achieving teacher agency are brought into light. When tensions appear, the preschool teachers achieve teacher agency by using professional core values in order to make adjustments, additions or changes to school policy. These professional core values consist of for example, sensitivity to the interests and needs of children, the ambition to perform a pedagogical practice for the greater good of children and the professional tradition of preschool teachers and child minders working together in teams.
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| 28. |
- Hildén, Ebba, 1976-, et al.
(författare)
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Undervisning från svenska förskolechefers perspektiv : Spänningar mellan förväntningar och erfarenheter
- 2018
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Ingår i: Barn. - : Norsk senter for barneforskning. - 0800-1669 .- 2535-5449. ; 36:3-4, s. 147-162
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Tidskriftsartikel (refereegranskat)abstract
- This study aims to contribute knowledge about Swedish preschool managers’ usage of the concept of teaching in preschool. Concept analysis (Koselleck 2004) is carried out, which is supported by the analytical concepts of horizon of expectation and space of experience. The empirical material consists of sound recorded talks and a survey with open questions about teaching in preschool with one follow-up-interview in order to deepen the survey results. The results of the analysis show preschool managers expectations on the staff to starting to use the concept, however, without no radical changes in their practice. Rather, as one manager expressed – it is about to ”gild” the practice. Nevertheless, the study shows that the concept holds a range of tensions, where for example earlier collegial responsibility is challenged by a more divided responsibility. Such tensions enable possible changes in the meaning of the concept as well as changes in preschool practice.
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| 29. |
- Hildén, Ebba, 1976-, et al.
(författare)
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Undervisning i förskolan - i riktning mot förskolefiering
- 2017
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Konferensbidrag (refereegranskat)abstract
- Syfte/målDelstudien ingår i ett större projekt där vi på olika vis synliggör och problematiserar undervisningsbegreppet i förskolan. Syftet med denna delstudie är att undersöka hur förskolechefer tolkar och förstår undervisning och vilka innebörder som framträder.MetodDet empiriska materialet består av enkäter med öppna svarsalternativ samt fördjupande intervjuer där förskolechefer ombeds resonera kring sin förståelse och användning av begreppet undervisning i förskolan.Teoretisk inramningTeoretiskt placerar vi studien inom ett läroplansteoretisk ramverk där vi avser att studera hur en statlig intention görs i den lokala kontexten, dvs vad blir det av formuleringar i en myndighetsrapport när formuleringen ska realiseras i förskolans vardagliga praktik.Förväntade slutsatserVåra preliminära resultat visar på hur förskolecheferna strävar efter att anpassa undervisningsbegreppet till en redan befintlig förskoleverksamhet. I motsats till att skolifiera förskolan så innebär denna strävan att undervisningen förskolefieras vilket i sin tur stärker förskolan som särart.Relevans för pedagogiskt arbeteGenom att belysa förskolechefens resonemang synliggörs delar av de förutsättningar som ramar in förskollärarnas ansvar i den vardagliga praktiken.
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| 30. |
- Hildén, Ebba, 1976-
(författare)
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Uppdrag undervisning : Bland ärtpåsar och lagtexter i förskolan
- 2021
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Doktorsavhandling (övrigt vetenskapligt/konstnärligt)abstract
- The focus of this doctoral dissertation is the teaching preschool teacher and how the teaching mission is transformed and shaped by different actors. The perspectives of three actors are addressed in empirical studies; 1-2 year old preschool children, the preschool principal and the preschool teacher. The overarching aim is to generate knowledge about how these actors contribute to teaching.The preschool children contribute to teaching by participating and showing initiatives by using a vast variety of different non-verbal expressions and gestures. Principals contribute to teaching by creating conditions. These conditions consist of inviting preschool teachers to take active part in a meaning-making process that involves shaping and transforming of the understandings of teaching. These transformed understandings then influence preschool teachers’ teaching. Preschool teachers handle and manage teaching as a concept and as a new part of their mission during collegial discussions over time. By using professional core values, preschool teachers transform and adjust the concept of teaching in coherence to preschool practice and tradition. One of these professional core values consists of being sensitive to the initiative of children and building on the interests and needs of children when teaching.The two main results are (a) the importance of non-verbal communication when teaching, and (b) preschoolification as a strategy for preschool professionals when handling policy. Preschoolification is a strategy used by preschool principals as well as preschool teachers in order to transform the concept of teaching by using professional core values. By adding or changing the definition of the concept of teaching found in the School Act, the concept is transformed to fit preschool practice rather than letting preschool practice be a victim of schoolification.
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| 31. |
- Hjalmarsson, Maria, et al.
(författare)
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Being caring and disciplinary : male primary school teachers on expectations from others
- 2014
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Ingår i: Gender and Education. - : Informa UK Limited. - 0954-0253 .- 1360-0516. ; 26:3, s. 280-292
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Tidskriftsartikel (refereegranskat)abstract
- The article explores how male primary school teachers view and relate to other people's expectations of them as teachers. The empirical data consists of interviews with seven teachers working in compulsory school grades three to five in a large-sized town in Sweden. The theoretical work on relations among masculinities developed by Connell and the theoretical concept of care discussed by Noddings are used in the analysis work. Results show on one hand that the teachers view themselves as privileged due to their minority position and on the other hand feel considerable pressure from others as well as from themselves to perform a certain kind of masculinity. The teachers' descriptions of their everyday practices show that they sometimes gather in homo-social groups and demonstrate a care orientation by trying to constitute the welfare of the pupils.
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| 32. |
- Hjalmarsson, Maria, 1973-, et al.
(författare)
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Confirming and resisting an underdog position : Leisure-time teachers dealing with a new practice
- 2015
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Ingår i: European Early Childhood Education Research Journal. - 1350-293X .- 1752-1807. ; 23:4, s. 434-443
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Tidskriftsartikel (refereegranskat)abstract
- The article focuses on how leisure-time teachers (LtT) in Sweden both confirm and resist the array of new demands related to leisure-time centres (LtC). The data consist of interviews with six LtTs. The results are interpreted as representing different parts of the LtT's professionalism and show that the LtTs through their tellings constructs certain children, problems and solutions as a response to the demands in their work, thereby both confirming and resisting an underdog position. By constructing a manageable child they legitimise their professionalism and vice versa: constructing a child they are not capable of handling underlines their work conditions and offers a response to the discussion of insufficient quality, thereby confirming the low status of LtTs.
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| 33. |
- Hjalmarsson, Maria, 1973-, et al.
(författare)
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Det är inte jag som har tillsatt mig själv på posten : Motstånd och ironi i relationer mellan förstelärare och deras kollegor
- 2016
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Ingår i: Kapet (elektronisk). - Karlstad : Karlstads universitet. - 2002-3979. ; 12:1, s. 76-94
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Tidskriftsartikel (refereegranskat)abstract
- 2013 infördes en ny reform om karriärvägar för lärare. Genom att tillsätta 17 000 lärare i en ny position, en formellt högre befattning – förstelärare - förväntas reformen förutom att bidra till skolutveckling och förbättrad måluppfyllelse även att höja läraryrkets status. Efter reformens två första år konstateras att förstelärarpositionen domineras av kvinnor. I artikeln belyses de villkor som kvinnor i lärarkarriärer mött och fortfarande möter, villkor som relateras till de positioner som förstelärarna upplever sig ha. Data från intervjuer och enkäter belyser hur första generationens förstelärare själva upplever att lärarkollegor ser på deras nya position och hur de själva hanterar dessa bemötanden. I analysen av data har vi inspirerats av ett teoretiskt ramverk av Wahl, Holgersson och Höök (1998) om hur ironi och motstånd används för att hantera skilda positioner bland kollegor. Resultaten visar framförallt hur förstelärare utsätts för ironiska kommentarer och gliringar från kollegor, men även hur förstelärare gör motstånd och hävdar sin position. Begreppet position används i artikeln i två betydelser. Å ena sidan refererar position till den formella befattningen som förstelärarna har fått genom förordnandet. Å andra sidan hänvisar positionsbegreppet till den symboliska plats som förstelärarna försätts och försätter sig själva i genom interaktion med andra i yrkesvardagens praktiker.
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| 34. |
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| 35. |
- Hjalmarsson, Maria, 1973-, et al.
(författare)
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Gendered aspects of Leisure-time teacher’s care : social and physical dimensions
- 2017
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Ingår i: Education Inquiry. - : Taylor & Francis Group. - 2000-4508. ; 8:3, s. 232-245
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Tidskriftsartikel (refereegranskat)abstract
- This article aims to gain knowledge on how gender and profession are accounted for and expressed in leisure-time teachers’ (LtTs) work in Sweden, with a specific focus on the caring aspects of the profession. Our results show that LtTs take up various positions in navigating between aspects connected to managerialism and external auditing as well as trust and internal valuation. We argue that the need exists for an expanded understanding of care in order to recognise and reward various gendered actions and activities in teachers’ caring orientation. The article provides knowledge to both researchers and practitioners on gendered nuances of care that by tradition have been connected to women.
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| 36. |
- Hjalmarsson, Maria, et al.
(författare)
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Omsorg i svenska fritidshem : Fritidspedagogers etiska förmåga och konsekvenser för barn
- 2014
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Ingår i: BARN. - 1404-8965. ; 3, s. 91-106
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Tidskriftsartikel (refereegranskat)abstract
- Den här artikeln syftar till att undersöka hur fritidspedagoger förstår och tolkar omsorgsaspekten i sitt uppdrag och arbete samt vilka konsekvenser detta kan få för de barn som deltar i verksamheten. Det empiriska materialet bygger på intervjuer med och dagboksanteckningar skrivna av fritidspedagoger. Resultaten visar på fritidspedagogers etiska förmåga att arbeta med omsorg. Denna etiska förmåga kan beskrivas som en sammantagen förmåga bestående av kunskaper om omsorgsetiska värden, om förmåga att möta krav på omsorg i verksamheten samt deras etiska förhållningssätt. Resultaten har analyserats utifrån barndomssociologiskt ramverk och visar att fritidshemmet kan förstås som en unik omsorgsarena där barn ges möjligheter att utveckla en egen omsorgskompetens och där barn ges möjligheter, som individer och som grupp, att bli delaktiga i ett hållbart omsorgsklimat där barnens egna omsorgshandlingar ses som viktiga, både här-och-nu och i ett framtida perspektiv.
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| 37. |
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| 38. |
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| 39. |
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| 40. |
- Hägglund, Solveig, 1945-, et al.
(författare)
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The Preschool as an Arena for Democratic Education : A Framework for Teacher Roles and Child Outcomes
- 2019
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Ingår i: Challenging Democracy in Early Childhood Education. - Singapore : Springer. - 9789811377709 - 9789811377716 ; , s. 13-24
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Bokkapitel (refereegranskat)abstract
- This chapter presents a conceptual framework, helpful when implementing, communicating and practising democratic education in educational contexts. The framework illustrates democracy in early childhood education as integrated in a dynamic context where political, structural, cultural, professional and personal ideas on democracy inevitably are involved. Four distinct dimensions are outlined, influencing the preschool practice, directly and indirectly through interplay with each other. The framework is assumed to rest on a definition of democracy as a complex, dynamic concept carrying values such as justice, equality and rights. Further, as a learning object, democracy calls for interpretation and concretisation, done in formal steering documents but also in everyday interactions between teachers and children. Democratic education takes place in social, political and cultural contexts, related to local, national and global circumstances. Finally, social and interactive aspects of education are essential in children’s individual and collective learning when practising democracy.
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| 41. |
- Högman, Johan, Doktorand, 1988-
(författare)
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Barn i rörelse : Om förutsättningar för utveckling i alternativa (?) idrottsaktiviteter
- 2021
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Doktorsavhandling (övrigt vetenskapligt/konstnärligt)abstract
- The focus of this doctoral dissertation is programs and interventions aiming to increase the proportion of children that is physically active. These efforts are called alternative sports activities as their ambition is to offer alternative developmental paths that may complement the traditional sporting environments. With a starting point in children’s experiences, the characteristics of alternative sports activities are investigated in three empirical studies. In a fourth study, focus is directed toward the organizing partners and their conceptions of the purpose of the activities. The overall aim of the dissertation is to contribute knowledge about the conditions that the environment in alternative sports activities offers to develop children's interest in physical activity.The main finding in the dissertation is that the activities are designed without a clear focus on the children who make up the target group, that is, the least active children. Instead, the conceptual starting point among organizers includes a view that children already possess the predisposing factors required for a physically active life. One consequence of this conception is that already physically active children who manage to produce physical capital are allowed to control the activities and, thus, define them as sporting environments. Another consequence of the lack of focus on less active children is that the activities are formed with a strong emphasis on bringing children and sports associations together and not on promoting long-term development which brings children closer to a sustainable interest in physical activity. The conclusion includes the view that alternative sports activities need to be designed as programs targeting the specific needs of physically inactive children rather than active and as ongoing over a brief period of time in order to create conditions for development of an interest in physical activity.
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| 42. |
- Johansson, Maria, 1965-
(författare)
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Historieundervisning och interkulturell kompetens
- 2012
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Licentiatavhandling (övrigt vetenskapligt/konstnärligt)abstract
- Abstract Title: History teaching and intercultural competence This study takes as its starting point the relationship between the multicultural and globalised society and history as a school subject, and explores it theoretically as well as empirically. Intercultural historical competence, which is the main theoretical and analytical concept of the study, is developed from theories of narrative competence and theories of intercultural competence, and is positioned in the intersection between the two. Narrative competence describes historical consciousness as being characterised by three distinct sub-competencies, the competence of experience, the competence of interpretation and the competence of orientation. Historical learning is seen as the qualification of these competencies to be able to tell meaningful stories about our lives. The empirical case study explores how intercultural historical competence as a learning objective is interpreted and enacted in one history classroom. The enacted object of learning is regarded as a co-construction between the teacher, the pupils and historical narratives. This study explores how experiences and interpretations of the past are made and used in the work in the classroom. The question of what constitutes each narrative sub-competence is addressed and discussed in three empirical chapters respectively. The source material mainly consists of observations from a sequel of 25 history lessons in an upper secondary school The empirical results show how different dimensions of each sub-competence contribute to what is possible to learn in relation to intercultural historical competence. One important dimension of the competence of experience is the employment of strategies of pluralism, deconstruction and counter-narratives to open up closed narratives. The competence of interpretation is strengthened by the use of second-order concepts as tools to qualify historical thinking. Furthermore, it is demonstrated how it is possible to practise the competence of orientation by giving pupils the opportunity to use historical narratives and historical tools to make sense of the present and to think about the future. One additional conclusion is that the planning process, when the learning objective is interpreted and framed into lessons and exercises, is decisive for what is possible for pupils to learn. Finally, it is stated that history as a school subject has the capacity to develop knowledge, skills and attitudes that are relevant in a multicultural and globalised society. Key words: history teaching, historical learning, history education, intercultural competence, intercultural education, historical consciousness, upper secondary school, class room study, object of learning, learning objective, historical narrative.
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| 43. |
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| 44. |
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| 45. |
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| 46. |
- Karlsson, Marie, 1971-, et al.
(författare)
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Making Sense of After-School CareDilemmas in Mothers' Stories of After-School Care in Finland and Sweden
- 2015
-
Ingår i: Children & society. - Hoboken, USA : Wiley. - 0951-0605 .- 1099-0860.
-
Tidskriftsartikel (refereegranskat)abstract
- The study focuses on dilemmas in storied experiences of everyday after-school care arrangements amongSwedish and Finnish mothers. Finland and Sweden, which share a history of strong labour marketattachment among women, arrange institutional after-school care in similar ways. The data consist ofinterviews with three Swedish and six Finnish mothers. A positioning analysis of four stories showshow decisions related to children's after-school hours were allocated among different actors. Two reoccurringdilemmas, Competent-dependent child stories and Unburdened-deficient mother stories, emergedfrom the data analysis as related to prevailing moral discourses on childhood and motherhood.
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| 47. |
- Karlsson, Marie, 1971-, et al.
(författare)
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Morality in Parents' Stories of Preschool Choice : Narrating Identity Positions of Good Parenting
- 2013
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Ingår i: British Journal of Sociology of Education. - : Routledge. - 0142-5692 .- 1465-3346. ; 34:2, s. 208-224
-
Tidskriftsartikel (refereegranskat)abstract
- This article aims to contribute to our understanding of how moral aspects of parents’ choices of preschool play a part in the processes of marketisation and privatisation of childcare in Sweden. The paper explores parents’ narratives of preschool choice as moral claims of parental identities. The analysed data are based on a study of how parents make sense of their preschool choice during life-story interviews. Our results point out good parenting as having to do with making distinctions between what is ‘good and bad’ and ‘right and wrong’ regardless of whether the choices concern preschools or the behaviour of preschool teachers and parents. Culturally available discourses become visible through the making of these distinctions in ways that ultimately point to the subject position of parents as particular choosers as related to a prevailing discourse of parental responsibility.
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| 48. |
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| 49. |
- Karlsson, Marie, 1971-, et al.
(författare)
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Promoting professional freedom : Public preschools dealing with the market
- 2009
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Ingår i: Educação, Soeciedade & Culturas. - 0872-7643. ; :29, s. 73-87
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Tidskriftsartikel (refereegranskat)abstract
- The aim of this article is to contribute to the discussion of the privatisation and marketisation of childcare in Sweden from the perspective of public preschool teachers. Interviews were conducted with three teachers and their principal. The respondents were asked to elaborate on their experiences of the recent establishment of a nearby private preschool and its possible impact on their own preschool practice. A narrative analysis revealed three key narratives in the data: the market narrative, the narrative of the good public preschool and the narrative of professional freedom. The key narratives made visible a local sense making and re-negotiation of cultural discourses about marketisation, making freedom of choice a prerogative for public preschool teachers instead of for parents. We argue that this may have implications or the teaching profession and teacher identity.
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| 50. |
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