| 1. |
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Att utveckla utbildningspraktiker - Analys, förståelse och förändring genom teorin om praktikarkitekturer
- 2019
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Samlingsverk (redaktörskap) (övrigt vetenskapligt/konstnärligt)abstract
- Författarna till denna antologi ingår i ett internationellt nätverk, Pedagogy, Education, Praxis (PEP), tillsammans med forskare från de nordiska länderna, Australien, Colombia, England och Nederländerna. Teorin om praktikarkitekturer, som är i fokus i denna bok, har utvecklats av den vetenskapliga ledaren professor Stephen Kemmis, verksam vid Charles Sturt University i Australien, tillsammans med andra seniora forskare i nätverket, däribland professor Karin Rönnerman från Göteborgs universitet. Vi som medverkar i denna antologi vill tillsammans i detta förord rikta ett stort och hjärtligt tack till Karin Rönnerman, som tillsammans med Stephen Kemmis och Petra Ponte från Nederländerna tog initiativ till nätverket. Karin har drivit nätverket i över ett decennium och vi har på nära håll följt Karins engagerade och hårda arbete under årens lopp. Från nätverkets inrättande 2006 har Karin varit den svenska koordinatorn, och startat också SWE-PEP som en del i det internationella nätverket.
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| 2. |
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| 3. |
- Borglund, Linda, et al.
(författare)
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Utvärdering av barnmorskeutbildning på distans
- 2009
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Rapport (övrigt vetenskapligt/konstnärligt)abstract
- Sedan 2004 har barnmorskeutbildningen vid Institutionen för vårdvetenskap, VHB, på Högskolan i Borås bedrivits i form av en modifierad distansutbildning. Med det avses att kurserna dels består av träffar/föreläsningar på campus, dels av kommunikation och information via en Internetbaserad lärplattform . Utbildningen kritiserades för bristande kvalitet i såväl innehåll som upplägg vid Högskoleverkets, (HSV) kvalitetsgranskning 2007. HSV menade bland annat i sin kritik att studenterna blir isolerade på grund av utbildningsformen. Även sambandet mellan utbildning och aktuell forskning samt examinations-formerna ifrågasattes. På grund av den allvarliga kritiken fann VHB ett behov av att evaluera utbildningen och Centrum för lärande och undervisning, CLU, fick i uppdrag att genomföra en utvärdering av studenternas uppfattningar. En enkätundersökning genomfördes därför under våren 2008. Syftet med utvärderingen var att söka ta reda på studenternas uppfattningar om barnmorskeutbildningens kvalitet och genomförande. De frågeställningar som legat till grund är: - Hur har studenterna upplevt barnmorskeutbildningen vad gäller flexibel form? - Hur bedömer de studenter som idag är verksamma inom respektive område att barnmorskeutbildningen motsvarade kraven som ställs i arbetslivet? Resultatet visar att studenternas attityd till barnmorskeutbildningen generellt är neutral eller positiv.Studenterna bedömer att de kunskaper de förvärvat genom utbildningen motsvarar arbetslivets krav vä Sammanfattningsvis visar resultatet att HSV:s kritik mot utbildningsformen inte finner stöd i studenternas uppfattningar.
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| 4. |
- Centerwall, Ulrika, 1980-, et al.
(författare)
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Norm Critical Projects in Swedish School Librarian Practices
- 2022
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Ingår i: Nordic Journal of Library and Information Studies. - : Det Kgl. Bibliotek/Royal Danish Library. - 2597-0593. ; 3:2, s. 16-32
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Tidskriftsartikel (refereegranskat)abstract
- In this article, we explore the practices of school librarians with a specific focus on norm critical pedagogy, a distinctively Scandinavian concept with a basis in critical pedagogies. In Sweden, norm critique is a practice, a pedagogy and a discourse. Our article offers examples of school librarian practices that deal with issues of sexuality and gender conceptualized in their work with LGBTQ+ literature from a norm critical perspective. We analysed semi-structured interviews with eight librarians in four secondary and upper secondary schools through the lens of the theory of practice architectures (Kemmis & Grootenboer, 2008). Our findings demonstrate how the norm critical practices of school librarians are enabled and constrained by arrangements within the school site, as well as by management, colleagues and professional learning practices. The projects carried out by school librarians that employ norm critical perspectives are both strengthened and challenged by collaboration with principals and other education professionals at the school site. When teachers challenge the views of librarians, the latter have to re-think and re-negotiate normative positions. Hence, norm critical thinking is not only taught but also practiced in the everyday work in school libraries. This article argues that these norm critical perspectives and the librarians’ practices represent important contributions to the democratic assignment of Swedish schools.
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| 5. |
- Dessne, Karin, et al.
(författare)
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Förklara, fråga och föreslå : en guide för positiv återkoppling
- 2013
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Rapport (övrigt vetenskapligt/konstnärligt)abstract
- En grundläggande tanke med högre utbildning är att bidra till förmågan hos människor till självständigt tänkande. Ett vedertaget sätt att uppnå detta är att tillhandahålla tillfällen för reflektion kring den information som levereras i form av föreläsningar och litteratur. Reflektion behöver också uppstå när en lärare ger återkoppling till en student på olika former av utfört arbete. Högre utbildning är traditionellt förankrad i begreppet konstruktiv kritik där fokus ofta ligger på att bedöma ett arbete utifrån fel och brister. För lite uppmärksamhet har ägnats åt att förstärka studentens lärande genom att betona det som studenten gjort bra. Gene - rella och svepande formuleringar i positiv anda försvinner lätt i mängden av detal - jerad negativ kritik. I denna artikel presenteras därför en grundläggande modell som konstruerats för att i stället fokusera på att uppmuntra studenten. Modellen utgår från att en öppenhet främjar till att både skapa och ta emot återkopplingen. Med denna modell kan återkopplingen bli verklig och användbar för studenten och därmed kan ett självständigt och konstruktivt tänkande utvecklas.
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| 6. |
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| 7. |
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Didaktisk dialog i högre utbildning / Magnus Levinsson, Lill Langelotz, Malin Löfstedt [red.].
- 2021
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Samlingsverk (redaktörskap) (övrigt vetenskapligt/konstnärligt)abstract
- Kollegiala samtal är ett viktigt verktyg för att stärka kvaliteten och utveckla undervisningen. Ändå är sådana diskussioner fortfarande sällsynta inom högre utbildning. Den här boken presenterar en modell för kollegiala samtal - så kallade didaktiska utvecklingsdialoger - med utgångspunkt i autentiska undervisningssituationer, hämtade från universitetslärares vardagsarbete inom olika utbildningar. Exempel på teman som belyses och diskuteras i boken är: utmaningen i att behandla ett omfattande ämnesinnehåll på få undervisningstimmar; lärstrukturer för distansstudenter; studenters negativa attityder till ett visst ämnesinnehåll; och relationen mellan vardagsföreställningar och teoretiskt grundad begreppsförståelse. Varje tema illustreras genom reflektion i flera steg, i en dialog mellan universitetslärare, forskare och pedagogiska utvecklare från olika lärosäten runt om i Sverige. Didaktisk dialog i högre utbildning är lämplig som litteratur på högskolepedagogiska kurser, och riktar sig också till enskilda universitetslärare och lärarlag som vill utveckla sin undervisning. Förhoppningen är att dialogerna ska ge inspiration och utmana, och också fungera som modell för samtal om undervisning och om det akademiska lärarskapets komplexitet.
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| 8. |
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| 9. |
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| 10. |
- Henning Loeb, Ingrid, et al.
(författare)
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Att utveckla utbildningspraktiker : Analys, förståelse och förändring genom teorin om praktikarkitekturer
- 2019. - 1
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Bok (refereegranskat)abstract
- Hur villkoras ungdomars och vuxnas lärande i olika utbildningssammanhang? Vilka olika omständigheter och förhållanden inverkar på det som sker i pedagogisk verksamhet?Hur möjliggörs och begränsas pedagogisk utveckling? Vad händer här i det här klassrummet?Dessa frågor hör hemma i praktiknära forskning. Samtliga texter i denna antologi utgår från en specifik inriktning i sådan forskning - teorin om praktikarkitekturer. Denna teoribildning hjälper oss att analysera och förstå utbildningspraktiker som en del av större, språkliga-kulturella, sociala-politiska och materiella-ekonomiska sammanhang. Boken riktar sig till studenter och forskare intresserade av praktiknära forskning. Den kan också användas av lärare, rektorer och andra pedagogisk verksamma i kompetensutvecklings och för kvalitetsarbete.
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| 11. |
- Hirsh, Åsa, et al.
(författare)
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Emotional Labour of Swedish Principals in Low Socioeconomic Status Communities
- 2024
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Konferensbidrag (refereegranskat)abstract
- This paper examines principals’ emotional, and often invisible, work (Hochschild, 1983; cf. Wilkinson, 2021). Recent studies undertaken in a long-term network collaboration between school principals in low socioeconomic status Swedish communities and educational researchers, show how leadership is learned and shaped in and by context specific circumstances, entailing several challenges. The most prominent challenges are connected to a) high population mobility, b) comprehensive linguistic and cultural diversity, c) comprehensive knowledge diversity, and d) an intense problem complexity, i.e., a dense flow of extraordinary incidents in and around the schools (Hirsh et al., 2023). Although not explicitly elaborated on in these studies, the results also indicate that emotions are a prominent, albeit often unspoken, part of the principals' work. In this study, we re-analyse the same data that led to the above-mentioned findings, with specific interest directed towards finding discursive manifestations of emotional labour. Additionally, the new analysis is directed towards understanding and explaining principals’ emotional labour through a practice architectures lens. Principals’ leading is explored as a practice that consists of sayings, doings and relatings conditioning and conditioned by site-specific cultural-discursive, material-economic, and social-political arrangements (Kemmis et al., 2014). The empirical data underlying this study consists of five audio-recorded peer group dialogues between principals (N=20), conducted within the framework of the longitudinal R&D collaboration mentioned above. Our preliminary results show that some site-specific conditions in particular involve emotional labor: Work intensification, clearly connected to the context-related challenges that the previous study made visible and navigating the local policy context. We suggest that understanding emotional labor as an essential and demanding aspect of principals' work is necessary for the building of support structures around them, which in the long run can counter the impact of work intensification. Preliminary analysis also makes visible how the intertwined site-specific arrangements condition the principals' leading practices, and how they navigate and learn 'how to go on' based in the emotional labor. This suggests that emotional labor can be understood as conditions for educational leading practices, sometimes perceived as a burden for the individual but indeed also as important, site-based practice knowledge that gives principals’ work joy and meaning. Further, the methodological approach in the R&D collaboration, i.e., the peer-dialogues, seem to empower the principals and trigger agentive action in terms of proposing and initiating educational and workplace changes (cf. Hirsh et al, 2023).References:Hirsh, Å., Liljenberg, M., Jahnke, A., & Karlsson Perez Å. (2023). Far from the generalised norm: Recognising the interplay between contextual particularities and principals’ leadership in schools in low-socio-economic status communities. Educational Management Administration & Leadership, 1-18. DOI: 10.1177/17411432231187349Hochschild, A. R. (1983). The managed heart: Commercialization of human feeling. University of California Press.Kemmis, S., Wilkinson, J., Edwards-Groves, C., Hardy, I., Grootenboer, P., & Bristol, L. (2014). Changing practices, Changing education. Springer. Wilkinson, J. (2021). Educational leadership through a practice lens: Practice matters. Springer.
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| 12. |
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| 13. |
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| 14. |
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| 15. |
- Kaukko, Mervi, et al.
(författare)
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Pedagogy, Education and Praxis: An eleven-year progress report from an international research network - Part 2 (symposium) : Researching praxis
- 2019
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Konferensbidrag (refereegranskat)abstract
- Drawing on the work of Pedagogy, Education and Praxis (PEP) research network across the last eleven years, this presentation maps research approaches that have been used to facilitate praxis and praxis development in different (inter)national contexts. Starting from theoretical approaches that seem to cut across educational praxis research (theory of Practice Architectures and its roots in Aristotle and Marx), we move to emerging trends within the PEP research literature (such as feminist approaches). We also deliberate on the conditions under which praxis research might be conducted (and by whom), in different educational settings, and in different national contexts. Here, the differing ideas, discourses, philosophies and educational traditions underpinning different national contexts are significant. We argue for the potential of praxis research to draw on multiple, less dominant theories and methods to enrich the knowledge base and, in order to ‘see things differently’, encourage diversity in methods within praxis research.
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| 16. |
- Kaukko, Mervi, et al.
(författare)
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Research that Facilitates Praxis and Praxis Development
- 2020
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Ingår i: Pedagogy, Education, and Praxis in Critical Times. - Singapore : Springer Publishing Company. - 9789811569258 - 9789811569265 ; , s. 39-63
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Bokkapitel (refereegranskat)abstract
- This chapter draws on an integrative literature review of the corpus of Pedagogy, Education and Praxis (PEP) publications between 2008 and 2018, examining research conducted in and for praxis, that is, research that helps us to understand and facilitate praxis. The chapter maps some of the central foundations that cut across educational research facilitating praxis and praxis development, including the theory of practice architectures and educational action research. It also touches upon approaches that, despite their connections with praxis, appear to be less common. The chapter also deliberates on the conditions under which research in and for praxis might be conducted, and by whom, in different educational settings and national contexts. The findings show that research in and for praxis is possible via multiple approaches and various positionalities, as long as the aim is to go beyond understanding praxis into realising its possibilities in actual educational sites. These multiple approaches include “insider”, “outsider”, and “in-between” researcher locations. Overall, our review reveals that the rich and varied works on, with, and for praxis discussed in the chapter can provide a powerful armoury with which to speak back to increasingly homogenised and homogenising research approaches in education. It also suggests that the emergence of new ideas and less dominant theories has the potential to further facilitate the (re)imagining of new possibilities for research/praxis development.
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| 17. |
- Kemmis, Stephen, et al.
(författare)
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Pedagogy, Education and Praxis: An Eleven-year Progress Report from an International Research Network – Part 2
- 2019
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Ingår i: ECER-conference, September 3-6 2019, Hamburg.
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Konferensbidrag (övrigt vetenskapligt/konstnärligt)abstract
- This is the second part of a two-part symposium reporting on the work of the Pedagogy, Education and Praxis (PEP) network, a cross-institutional, collaborative research program which brings together researchers from Finland, Norway, Sweden, The Netherlands, Australia, Columbia, the Caribbean, and the UK. These researchers are investigating the nature, traditions and conditions of pedagogy, education and praxis and how they are understood, developed and sustained in different national contexts and various educational settings. The PEP international network emerged in 2005 out of a series of discussions about the ways in which the bureaucratization and de-professionalization of education were eroding the moral, social and political commitments that informed pedagogical practice until the recent past, and a shared conviction of the need for a form of educational research committed to reviving and restoring these commitments. This second part of the symposium will present findings from a systematic review of well over two hundred PEP publications 2007-2018 (books, chapters, refereed journal articles, special issues, refereed conference proceedings and doctoral theses) generated from the PEP research program, Action Research and Practice Theory. This second part of the symposium reports on findings of the 3rd, 4th and 5th of the PEP research questions: What is educational praxis? How, in different national contexts, is good professional practice/praxis being understood, experienced and practised by teachers and teacher educators? How, in different national contexts, is good professional education (that is, educational praxis development) being understood, experienced and practised by teachers and teacher educators? How, in different national contexts, are the changing cultural, social, political and material conditions for praxis and praxis development affecting the educational practices of teachers and teacher educators? What research approaches facilitate praxis and praxis development in different international contexts? The symposium will include and introduction plus five papers presenting brief syntheses of findings from across the PEP research program about each of these questions. Because it addresses all five of the PEP network research questions, the symposium covers several themes of interest to Network 1 including: ways in which teachers and other professionals on the field of education learn and develop throughout their professional career; organisational, historical, situational, and policy contexts in which their professional learning occurs; knowledge that shapes their professional identity or contributes to their understanding and betterment; conditions and practices that improve and encourage professional development. References Rönnerman, K., Edwards-Groves, C., & Grootenboer, P. (2018). Att leda från mitten – Lärare som driver professionell utveckling. [Leading from the middle: Teachers driving professional development]. Stockholm: Lärarförlaget. Grootenboer, P. (2018). The practices of school middle leadership: Leading professional learning: Leading professional learning. Singapore: Springer. Almqvist, J., Hamza, K. & Olin, A. (2017). Undersöka och utveckla undervisning. Professionell utveckling för lärare [Explore and develop teaching. Professional development for teachers]. Lund: Studentlitteratur. Mahon, K., Francisco, S. & Kemmis, S. (Eds.) (2017) Exploring Education and Professional Practices. Singapore: Springer. Grootenboer, P., Edwards-Groves, C. & Choy. S. (Eds) (2017). Practice Theory Perspectives on Pedagogy and Education: Praxis diversity and contestation. Singapore: Springer. Wilkinson, J., Bristol, L., & Ponte, P. (Eds.) (2016). Professional development: Education for all as praxis. Routledge. Kemmis, S., Wilkinson, J., Edwards-Groves, C., Hardy, I., Grootenboer, P. (2014) Changing Practices, Changing Education. Singapore: Springer. Kemmis, S. & Smith, T.J. (Eds.) (2008). Enabling Praxis: Challenges for education. Rotterdam: Sense. Ax, J. & Ponte, P. (Eds.). (2008). Critiquing praxis: The teaching profession in contemporary educational praxis. Rotterdam: Sense. Rönnerman, K., Furu, E.M. & Salo, P. (Eds.). (2008). Nurturing praxis: Action research in partnerships between school and university in a Nordic light. Rotterdam: Sense.
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| 18. |
- Langelotz, Lill, 1968-, et al.
(författare)
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Academic leading - with a focus on student learning
- 2017
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Rapport (populärvet., debatt m.m.)abstract
- This report provides a summary and analysis of activities and material generated in the seminar series ‘Academic leading – with a focus on student learning’ developed for staff in management positions at the University of Borås (UB), 2017. The aims of the report are (a) to draw attention to some areas of need and concern that arose during discussions in the seminars (reflected in participants’ written responses in seminar activities); and (b) to make recommendations for consideration of the University’s executive team related to identified concerns/areas of need.Seminar discussions highlighted that there are currently many practices (including leading practices) and arrangements within the University that enhance, or support enhancement of, the learning environment. However, discussions also highlighted some constraining university arrangements and challenges faced in fulfilling leading/managing responsibilities that have implications for the learning environment. These include a range of issues from staff workloads to staffing issues and staff relations. Such issues, it is argued in this report, warrant further discussion/investigation and potentially changes to practices and arrangements in order to sustain and create an environment more conducive to student learning and leading with a focus on student learning. As well as offering some recommendations in this regard, the report also presents an evaluation of the seminars.
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| 19. |
- Langelotz, Lill, 1968-, et al.
(författare)
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Academic Leading with a Focus on Student Learning
- 2018
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Konferensbidrag (refereegranskat)abstract
- Academic Leading with a Focus on Student LearningFew people would deny that universities are becoming increasingly complex educational environments due to significant changes in the nature of academic work (e.g., digitalisation of work and learning, educational administration, changing faculty values[1]) and to changing societal expectations. Those in university leadership roles face challenges and opportunities amidst this complexity, especially regarding responsibilities associated with student learning. The capacity of leaders and managers to respond is arguably affected by the arrangements and practices embedded within their own universities. Understanding these challenges and opportunities, and how current arrangements and practices contribute to or limit them, is central for finding sustainable ways of meeting educational responsibilities and supporting leading for student learning.This paper explores one university’s efforts to enhance academic leading with a focus on student learning, and to understand the site-based arrangements and practices affecting the practices of leading. These goals underpinned a series of four seminars on ‘Academic leading – with a focus on student learning’ developed for staff in management positions. The seminars were inquiry-focused, generating participant artefacts (e.g., diagrams, PowerPoint presentations, notes) that were used to inform seminar discussions. This material was also analysed to form the basis of this paper. Both the seminars and analysis were theoretically framed by the ‘theory of practice architectures’ and ‘ecologies of practices’[2]. According to the theory, practices are shaped by three kinds of overlapping arrangements: Cultural-discursive arrangements such as discourses and languages affect what is possible to say in and about practice (e.g., deficit discourses, critical discourses, discipline-specific discourses, languages). Material economic-arrangements – material, technological, financial, organisational, and other resources – affect what it is possible to do in practice (e.g., buildings, schedules, workload calculators, funding). Social-political arrangements are arrangements that affect the ways in which it is possible for people to relate to others (and things and places) in practice (e.g., organisational rules, mandates, solidarities, hierarchies). These arrangements form the practice architectures of practices like leading, teaching, and learning. The analysis highlighted, from a cultural-discursive perspective, the need for explicitly focussing on the learning environment in everyday activities, and for clear articulation of goals and visions on both institutional and departmental levels. These are important for the emergence of shared understandings needed for growth in the area of student learning. From a material-economic perspective, analysis also pointed to the need for opportunities (i.e., time) for staff to reflect in organised ways on their practice and engage in professional learning activities, and for managers to engage in strategic development. This means looking closely at minimising activities and reorienting arrangements that take up time that could otherwise be spent on developing good pedagogical work (e.g., administrative tasks). From a social-political perspective, the analysis emphasised the need for building trusting, productive staff relations within and between departments, academies, and administration.The paper invites discussion of the issues raised and consideration of how these issues resonate with educational environments in other universities and how they are being, or might be, addressed. It raises the question of how we can more effectively and sustainably support leading for student learning given the challenges and complexities of academic environments, by creating new practice architectures or by reorienting existing ones that constrain leading and professional learning in unhelpful ways.[1] Slaughter, S., and Leslie, L., L. (1997). Academic Capitalism. Politics, Policies and the Entrepreneurial University. Baltimore, Maryland USA: John Hopkins University Press.[2] Kemmis, S., Wilkinson, J., Edwards-Groves, C., Hardy, I., Grootenboer, P., & Bristol, L. (2014). Changing practices, changing education. Singapore: Springer.
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| 20. |
- Langelotz, Lill, 1968, et al.
(författare)
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Action Research and Curriculum Development with Consideration of the Nordic Context
- 2022
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Ingår i: Oxford Research Encyclopedia of Education. - : Oxford University Press.
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Forskningsöversikt (refereegranskat)abstract
- In this overview, we examine action research and curriculum development from the last 50 years in various national and educational settings. Both action research (AR) and curriculum development are explored in diverse ways, depending on academic traditions and national contexts and languages. Hence, curriculum is differently conceptualized in, for example, English vis-à-vis Nordic traditions. The concept of curriculum development may, in the tradition of action research as an orientation toward educational change, incorporate both planned and unplanned student learning and practices of teachers. Several international scholar contributions as well as 50 journal articles from all around the world are explored. The point of departure, is however, in the Nordic traditions and understandings of curriculum development and AR. In other words, we are partly “coming from the side” when exploring literature, not mainly in our first language (Swedish), but in English. In the first part, we start in the early 1970s to show how curriculum development is embedded within an action research tradition with a strong emphasis on change and teacher experiences and engagement. We shed light on how curriculum development is a collaborative practice (in AR traditions in, for example, the United Kingdom and the Nordic countries) as well as an exercise of authority (in AR used by educational policymakers in Sweden) and as part of a global “practice turn.” In part two, we turn to 50 articles from 2000–2020, found in one data base and one research journal, to scrutinize the explicit relation between “action research” AND “curriculum development.” The analysis revealed three descriptive themes, as well as three underlying questions in the AR community, of what contributes to curriculum development. The themes—and questions—are: (a) Transforming the content in programs and courses (the “What”), (b) Professional learning and development (the “Who”), and (c) AR as an approach for curriculum development (the “How”). Teachers are still, as in the 1970s, the key agents and owners of the process in many of these studies. However, there are examples of AR being used to govern teachers’ professional learning and change their teaching approaches, and to implement specific curriculum changes. Policies and discourses of sustainable development have a significant impact on the chosen topics of curriculum development all over the world. Is this a change in the professional or the political dimension of action research? Maybe both. One can ask, whether the professional autonomy is empowered or not, when the issues, underpinning the development work, have their origin in the society rather than in the actual classroom practice in the local site. Is there room for teachers’ critical voices and own queries? Education has, however, to respond to global and local questions and dominant challenges for all citizens. Researchers and teachers responding to this situation, by using action research for curriculum development, become an important and necessary part of the global strive to engage in social and environmental problems.
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| 21. |
- Langelotz, Lill, et al.
(författare)
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Bildung (folkbildning) in new settings - Peer group supervision as self-buildung
- 2011
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Ingår i: NERA Congress "Rights and Education", Jyväskylä, Finland, 10 12 March 2011.
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Konferensbidrag (refereegranskat)abstract
- Various kinds of teachers’ professional development include teachers meetings in group for reflection. A variety of models such as facilitating within action research, peer supervision and lesson studies are growing within the field of school development. A lot of the models refer to Anglo-Saxon literature or a specific model developed by Handal & Lauvås used in teacher education in Norway. Such models or the literature around are rarely related to the Nordic concept of bildning and folk enlightenment. In this paper, we will discuss peer supervision and teachers’ professional development in the light of the Nordic tradition rooted in the Continental concepts of Bildning and folk enlightenment based on an example from a teacher team practicing peer group supervision. A formal teacher team in a secondary school with a core of six teachers has during two years met once a month discussing pedagogical and educational issues. They have followed a fixed model and one teacher at a time has moderated the meetings. A researcher has followed these meetings by tape-recorded and summarized the sessions. The summaries have later on been a basic to evaluate the peer group supervision and further discussions and reflections with the team as well as the principal. Analyses show similarities between how the peer supervision is conducted within the teacher team and the Nordic tradition of study circles and research circles used within the folk enlightenment. The discussions develop and move further and deeper by beginning in the personal and already known to continue in the unknown, which Gustavsson (1996) maintains to be understood as a hermeneutic achievement. The meeting with the unknown brings us closer to reflecting about ourselves and gives us an opportunity to examine our everyday practices and problems. Within the Nordic tradition as well as in peer supervision the collective development is specific interest. Peer supervision as developed by Handal & Lauvås can fit under the Action Research umbrella. Noffke (1997, 2009) describes three dimensions of action research the personal, the professional and the political. In our study we find these three dimensions; the personal growth, the develop as professionals and the normative expectations on teachers willingness to contribute to school development.
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| 22. |
- Langelotz, Lill
(författare)
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Bolognaprocessen : ett pedagogiskt utvecklingsarbete eller en administrativ implementering?
- 2007
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Rapport (övrigt vetenskapligt/konstnärligt)abstract
- Under läsåret 2006-2007 har förändringarna i högskoleförordningen (SFS 2006:1053) och Bolognaprocessens inverkan på högre utbildning varit högaktuell på högskolor och universitet runt om i landet. Bakgrunden till förändringarna som trädde i kraft 070101 i högskoleförordningen finns i stor utsträckning i den så kallade Bolognaprocessen, en deklaration mellan 45 länder i Europa som främst syftar till att stärka Europa som en utbildningskontinent, öka anställningsbarhet och främja rörlighet för studenter och anställda. Till de operativa målen hör bland annat att dela in utbildningen i tre nivåer (grund-, avancerad och forskarnivå) och göra nya examensbeskrivningar. Dessutom har ett nytt poängsystem införts där 60 högskolepoäng motsvarar ett års studier, tidigare 1p motsvarar idag alltså 1,5 hp. Ett nytt 7-gradigt betygssystem införs vid flera lärosäten (ECTS) och diskuteras även inom HB. De studenter som i samband med kursstart begär att få betygssättas i detta system har rätt till det. Det som kan anses vara den största och kanske viktigaste förändringen är att man övergår från ett lärar- och kurscentrerat till ett studentcentrerat och målfokuserat synsätt i och med att studentens lärandemål (learning outcomes/förväntade studieresultat) ska uttryckas i alla kurs- och utbildningsplaner. Detta har inneburit att alla kurs- och utbildningsplaner har skrivits (eller ska skrivas) om. Det innebär också, för en del, ett nytt ”tänk”. Framförallt innebär det att lärare måste synliggöra sitt ”tänk” kring målen med kursinnehåll och undervisning, studentens lärande är i fokus.
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| 23. |
- Langelotz, Lill
(författare)
-
Brick Lane : En roman som väcker frågor
- 2007
-
Ingår i: Språk och gräns/er - om språk och identitetsskapande i några skönlitterära verk. - : Göteborgs universitet, Institutet för svenska som andraspråk. ; , s. 79-90
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Bokkapitel (övrigt vetenskapligt/konstnärligt)
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| 24. |
- Langelotz, Lill, 1968-, et al.
(författare)
-
Changing Educational Practices in the Light of the Theory of Pracitce ARchitectures
- 2019
-
Ingår i: NERA 2019 Education in a Globalized World 6-8 March 2019.
-
Konferensbidrag (refereegranskat)abstract
- This symposium is exploring how research and theoretical recourses reveal structures that constrain, enable or force changes in educational practices. In an uncertain time, when for example democratic values are at stake in Europe, schools democratic fulfilling, and the professionals’ possibilities to explore and change their practices are fundamental. In a number of different empirical studies, across different educational settings, from preschool to higher education in Sweden, we address two fundamental questions: What is happening in this educational practice? How can we understand it? The theory of practice architectures (Kemmis & Grootenboer, 2008; Kemmis et.al, 2014) was applied to explore the educational practices and the conditions that enabled and constrained them in their sites. Practice is here understood open and changeable and are activities hanging together in time and space (Schatzki, 2002). According to the theory, practices are shaped and hold in place by three kinds of overlapping arrangements: Cultural-discursive arrangements such as how discourses and languages affect what is possible to sayin and about practice (e.g., deficit discourses, critical discourses, discipline-specific discourses, languages). Material-economic arrangements, how material, technological, financial, organisational, and other resources affect what it is possible to doin practice (e.g., buildings, schedules, workload calculators, funding). Social-political arrangements are arrangements that affect the ways in which it is possible for people to relateto others (and things and places) in practice (e.g., organisational rules, mandates, solidarities, hierarchies). In this symposium, we would like to first: present the theory and discuss it as a methodological, theoretical and analytical resource for professionals in educational settings (Nicolini, 2012), and second: discuss some of the results from the empirical cases, which highlight how practices in different ways can be understood from the lens of the theory of practice architectures e.g. how practices are hold in place from cultural-discursive, material-economic and social-political arrangements. How these arrangements enable and constrain practices at the site. And finally, the studies will show how the theory gives an understanding on how to be able to change practices, often in dialogue with teachers/leaders. References 890 Nicolini, D. (2012). Practice Theory, Work and Organization. United Kingdom: Oxford University Press. Kemmis, S., & Grootenboer, P. (2008). Situating praxis in practice: Practice architectures and the cultural, social and material conditions for practice. In S. Kemmis & T. J. Smith (Eds.), Enabling praxis: Challenges for education (pp. 37–62). Rotterdam: Sense Publishers. Kemmis, S., Wilkinson, J., Edwards-Groves, C., Hardy, I., Grootenboer, P. & Bristol, L. (2014). Changing Practices, Changing Education. Springer Verlag, Singapore. Schatzki, T.R. (2002). The site of the social: a philosophical account of the constitution of social life and change.University Park: Pennsylvania State University Press.
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| 25. |
- Langelotz, Lill, 1968-
(författare)
-
Collegial Mentoring for Professional Development
- 2017. - 1
-
Ingår i: Exploring Education and Professional Practice. - Singapore : Springer Science+Business Media B.V.. - 9789811022173 ; , s. 139-149
-
Bokkapitel (refereegranskat)abstract
- Various forms of mentoring and 'collegial learning' are often used to enhance teachers' continued professional development. When teachers come together to scrutinise their own questions raised from practice, sustainable changes in teaching and classroom situations increase. To understand what happens in the practice of continuing professional development (CPD), and to examine what professional learning is possible in the specific practice, it is crucial to examine the arrangements that hold the practice in place. In this chapter, a practice of teachers'professional group mentoring is examined through the lens of practice architectures. Foucault's notion of power is also used as a theoretical frame. This analytical approach brings new insight to what enables and constrains professional learning in mentoring practices.
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| 26. |
- Langelotz, Lill, 1968-, et al.
(författare)
-
Continuing Professional Development – a Threat to Teacher Professionalism
- 2022
-
Ingår i: AERA annual meeting San Diego 21-26 April 2022.
-
Konferensbidrag (refereegranskat)abstract
- This paper asks following burning question: Where is a critical know-whyperspective on education, in teachers’ continuing professional development(CPD)? Point of departure is the first result of an ongoing (2020-2023)government funded research project in Sweden. A follow-the-money approachwas used to collect data. 1000 invoices, from three Swedish municipalities,were inductively analyzed and categorized. The results exposed how ethicalissues, climate crises, and social (in)justice are almost absent in the CPDcontentas is critical know-why professional knowledge. Framed by the notionof professionalism, we here further explore one of the municipalities anddiscuss fast policies imprint on local sites, the lack of cultivating know-whyknowledge, and how CPD might be a threat to teachers’ professionalism.
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| 27. |
- Langelotz, Lill, et al.
(författare)
-
Emotional labor of Swedish Principals in low socioeconomic status communities
- 2024
-
Konferensbidrag (refereegranskat)abstract
- This paper aims to examine principals’ emotional, and often invisible, work (cf. Wilkinson, 2021). Recent studies undertaken in a long-term network collaboration, between school principals in low socioeconomic status (SES) Swedish communities and educational researchers, show how leadership is learned and shaped in and by context specific circumstances, entailing several challenges. The most prominent challenges are connected to a) high population mobility, b) comprehensive linguistic and cultural diversity, c) comprehensive knowledge diversity, and d) an intense problem complexity; a dense flow of extraordinary incidents in and around the schools (Hirsh et al., 2023). Although not explicitly elaborated on in these studies, the results also indicate that emotions are a prominent, albeit often unspoken, part of the principals' work. A practice architectures lens is here combined with the notion of emotional labor (Hochschild, 1983). Principal leadership i.e., leading is here explored as a practice that consists of sayings, doings and relatings conditioning and conditioned by site-specific cultural-discursive, material-economic, and social-political arrangements (Kemmis et al., 2014). From a practice perspective, emotions ‘do not belong to individuals but – in the form of knowledge – to practices’ (Reckwitz, 2002 p. 254). We used the above-mentioned findings (Hirsh et al., 2023) and carried out a re-analysis of the same data, this time specifically aimed at finding discursive manifestations of emotional labor. Additionally, the new analysis is directed towards understanding and explaining principals’ emotional labor in the light of the practice theory. The empirical data consists of 20 principals’ peer group-dialogues over three years. The conversations of their everyday practices were recorded and examined (Hirsh et al., 2023). In this paper, five audio-recorded sessions (each approx. 2h from 2020, 2021) were analyzed. Our preliminary results show how the intertwined site-specific arrangements conditioning the leading practices became visible, challenged and re-negotiated in the principals’ peer-dialogues, and how the principals navigate and learn ‘how to go on’ based in the emotional labor. These results suggest that emotional labor can be understood as multi-dimensioned conditions of educational leading practices, sometimes perceived as a burden for the individual but indeed also as important, site-based practice knowledge that gives principal work joy and meaning. Further, the methodological approach in the seminar series - the peer-dialogues – seems to empower principals to (propose) educational changes to politicians and municipality organizer (cf. Hirsh et al, 2023), a contribution to both (Nordic) research and practitioner communities. References Hirsh et al., 2023 Far from the generalised norm: Recognising the interplay between contextual particularities and principals’ leadership in schools in low-socio-economic status Communities. Educational Management Administration & Leadership. 1-18. Hochschild, A. R. (1983). The managed heart: commercialization of human feeling. University of California Press. Kemmis, S., Wilkinson, J., Edwards-Groves, C., Hardy, I., Grootenboer, P., & Bristol, L. (2014). Changing Practices, Changing Education. Springer. Wilkinson, J. (2021). Educational Leadership through a Practice Lens. Springer.
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| 28. |
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| 29. |
- Langelotz, Lill, 1968, et al.
(författare)
-
Epilog: didaktisk dialog i praktiken
- 2021
-
Ingår i: Levinsson, M., Langelotz, L. & Löfstedt, M. (red.), Didaktisk dialog i högre utbildning. - Lund : Studentlitteratur. - 9789144139029 ; , s. 183-187
-
Bokkapitel (refereegranskat)
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| 30. |
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| 31. |
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| 32. |
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| 33. |
- Langelotz, Lill, 1968-, et al.
(författare)
-
Global education reform and the Swedish CPD market: restricted professional learning and the power of ideology
- 2024
-
Ingår i: Professional Development in Education. - 1941-5257 .- 1941-5265. ; , s. 1-15
-
Tidskriftsartikel (refereegranskat)abstract
- Against the backdrop of global convergences in education reforms, a growing focus on teacher competences has emerged in European policy discourses about teacher professionalism and professional learning and development that has driven an expanding international and national CPD market involving both state and private operators. Developments in Sweden are an example, and the aim of this article is to identify and explore the discourses on teacher professional learning that seem to proliferate on this newly emerged and expanding market and their connections with and consequences for teacher professionalism. Two sets of data have fed the analysis. These are (a) CPD invoices and (b) interviews with school principals. The analysis indicates that the dominant discourses discursively shape teacher professionalism in relation to ideas about teachers as learners as collegial consumers of knowledge. Policy recommendations about peer learning become a subordinated element of a dominant discourse that prioritises and privileges the agency of knowledge producers, such as consultancies, compared to other actors as intermediaries. Commodification is a new key intermediary process in professional learning for teacher professional development.
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| 34. |
- Langelotz, Lill, 1968-, et al.
(författare)
-
How is teacher professionalism in Sweden shaped in an era of marketisation of teachers’ continuing professional development?
- 2022
-
Ingår i: Transforming the Future of Education: the Role of Reserach.
-
Konferensbidrag (refereegranskat)abstract
- There is an international body of knowledge about teacher development in general as well as the potential problems with commercial actors in the CPD-field. Less is known about the CPD-content and the impact it has on teachers’ professionalism. The aim of this paper is to investigate what types of teacher professionalism that a CPD-field dominated by commercial actors shape in Sweden. The starting point is an analysis of 679 invoices and the content (knowledge) offered on the CPD-market, and purchased under two years. The result is part of an ongoing research project funded by the Swedish Research Council (2020-2023).679 invoices from 73 schools were collected. The coding built on the extraction of information from the total set of invoices and on entering data into a statistic program file (SPSS) consisting of a multitude of variables – both deductively and inductively set. A practice-ecological ontology, the theory of practice architectures (TPA) is adopted, to explore how CPD-practices shape teacher practices and teacher professionalism. CPD concerns changing peoples’ sayings-doings-relatings i.e. practices (like teaching). To analyse how the CPD-content shape Swedish teachers, teacher professionalism is here conceptualized as three constituent components: behavioural, attitudinal, and intellectual. These components are previously described as overlapping but analytically seperable. The behavioural change, dominate. Teachers are supposed to develop various teaching skills related to for example computer-programs, to diagnose students and to meet students' reading-, mathematics- or communication- difficulties. This CPD is part of a world-wide edu-tech-business. The attitudinal component, where teachers’ attitudes are (to be) modified, is indeed visible in the data. Costs concern kick- off/summing-up-the-year activities, including conference-facilities, food, etc. The principal, teachers or the school health group are engaged in the content delivered. Teacher-collaboration, student-motivation or school-development etc. is focussed. Another CPD-content, overlapping attidunal and behavioural changes. Teachers are supposed to change their behaviour in relation to “problematic student behaviour” and diagnoses like ADHD. The intellectual component is not as frequent. Subject-specific CPD in Mathematics or Second Language Teaching is , however, purschased. Next step in the project is teacher- and principal-interviews to investigate the experiences of and motives for the CPD purchased and, to get hold of the CPD that take place without generating any fees. and to trace the arangments that enable and/or constrain CPD-practices. The study is limited to three (of 278) municipalities in Sweden, both national and international studies would benefit the knowledge development
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| 35. |
- Langelotz, Lill, 1968-, et al.
(författare)
-
How to research praxis and praxis development
- 2018
-
Ingår i: AUSTRALIAN ASSOCIATION FOR RESEARCH IN EDUCATION (AARE) CONFERENCE 2018.
-
Konferensbidrag (refereegranskat)abstract
- This abstract is part of symposium 'Pedagogy, Education and Praxis: A ten-year progress report from an international research network'Drawing on the work of Pedagogy Education and Praxis (PEP) research network across the last ten years, this presentation maps research approaches that have been used to facilitate praxis and praxis development in diffrent (inter)national contexts. Starting from theoretical approaches that seem to cut across educational praxis reserach (theory of Practice Architectures and its roots in Aristotle and Marx), we move to be emerging trends within the PEP reserach literature (such as feminist approaches). We also deliberate the conditions under which praxis research might be conducted (and by whom), in diffrent educational settings, and in diffrent national contexts.Here, the differing ideas, discourses, philosophies and educational traditions underpinning different national contexts are significant. We argue for the potential of praxis research to draw on multiple, less dominant theories and methods to enrich the knowledge base, and, in order to 'see things diffrentley' encourage greater diversity in methods within praxis research.
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| 36. |
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| 37. |
- Langelotz, Lill, 1968-, et al.
(författare)
-
Inledning
- 2020
-
Ingår i: Inkluderande lärmiljöer. Kompetens för likvärdig utbildning i ett demokratiskt samhälle.. - Stockholm : Iofus. - 9789198553543 ; , s. 13-19
-
Bokkapitel (refereegranskat)
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| 38. |
- Langelotz, Lill, 1968-, et al.
(författare)
-
Inledning
- 2021. - 1
-
Ingår i: Didaktisk dialog i högre utbildning. - Lund : Studentlitteratur AB. - 9789144139029 ; , s. 11-28
-
Bokkapitel (populärvet., debatt m.m.)
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| 39. |
- Langelotz, Lill, 1968, et al.
(författare)
-
Inledning
- 2021
-
Ingår i: Levinsson, M., Langelotz, L. & Löfstedt, M. (red.), Didaktisk dialog i högre utbildning. - Lund : Studentlitteratur. - 9789144139029 ; , s. 11-25
-
Bokkapitel (refereegranskat)
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| 40. |
- Langelotz, Lill, 1968-
(författare)
-
Kollegialt lärande i praktiken : Kompetensutveckling eller kollegial korrigering?
- 2017. - 1
-
Bok (populärvet., debatt m.m.)abstract
- Boken Kollegialt lärande i praktiken – kompetensutveckling eller kollektiv korrigering? förklarar hur kollegialt lärande kan bidra till att lärare, elever och deras föräldrar får reellt inflytande på undervisningen. Med avstamp i praktiknära studier i utbildningssammanhang och utifrån en praktikteoretisk ansats – teorin om praktikarkitekturer – analyserar och problematiserar Lill Langelotz fenomenet kollegialt lärande, samt belyser både emanciperande och stigmatiserande processer. Boken visar även hur demokratiska praktiker med elevers lärande i fokus möjliggörs. Då det svenska utbildningssystemet ska genomsyras av en demokratisk undervisning utgör boken därmed ett unikt, teoretiskt och viktigt bidrag till litteraturen om lärares kompetensutveckling.
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| 41. |
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| 42. |
- Langelotz, Lill, 1968-, et al.
(författare)
-
Leading for learning in higher education - challenges and possibilities
- 2018
-
Ingår i: AUSTRALIAN ASSOCIATION FOR RESEARCH IN EDUCATION (AARE) CONFERENCE 2018.
-
Konferensbidrag (refereegranskat)abstract
- Leading for learning in higher education – challenges and possibilitiesLill Langelotz and Kathleen Mahon, University of Borås, SwedenFew people would deny that universities are becoming increasingly complex educational environments due to significant changes in the nature of academic work and to changing societal expectations. University leaders face challenges and opportunities amidst this complexity, especially regarding responsibilities associated with student learning. The capacity of leaders and managers to respond is arguably affected by the arrangements and practices embedded within their own universities. Understanding these challenges and opportunities, and how current arrangements and practices contribute to or limit them, is central for finding sustainable ways of meeting educational responsibilities and supporting leading for student learning.This paper explores one Swedish university’s effort to enhance academic leading, and to understand the salient site-based arrangements and practices affecting leading for learning. These goals underpinned a series of four seminars on ‘Academic leading – with a focus on student learning’ developed for all staff in management positions (including administration). The seminars were inquiry-focused, generating participant artefacts (e.g., diagrams, PowerPoint presentations) that were used to inform seminar discussions. This material was also analysed as part of an ongoing practitioner inquiry aimed at understanding and addressing site-based challenges for academic leading. Both the seminars and analysis were theoretically framed by the ‘theory of practice architectures’[1].Initial results show a need for explicitly focussing on the learning environment in everyday activities, and for clear articulation of goals and visions on both institutional and departmental levels. They also point to the importance of opportunities (i.e., time) for staff to reflect in organised ways on their practice and engage in professional learning activities and strategic development, as well as the need for further interrogation of activities that take up time that could otherwise be spent on developing good pedagogical work (e.g., administrative tasks). From a social-political perspective, the results emphasise the need for building trusting, productive staff relations within and between departments, faculties, and administration teams.The paper raises the question, on the basis of the analysis, of how we can more effectively and sustainably support leading for learning given the challenges and complexities of academic environments, by creating new practice architectures and/or by reorienting existing ones that constrain leading and professional learning in unhelpful ways.[1] Kemmis, S., Wilkinson, J., Edwards-Groves, C., Hardy, I., Grootenboer, P., & Bristol, L. (2014). Changing practices, changing education. Singapore: Springer.
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| 43. |
- Langelotz, Lill, 1968-, et al.
(författare)
-
Praktiknära forskning och avhandlingar i Pedagogiskt Arbete
- 2016
-
Ingår i: Kapet (elektronisk). - Karlstad. - 2002-3979. ; 12:1, s. 134-151
-
Tidskriftsartikel (refereegranskat)abstract
- Avhandling i pedagogiskt arbete; frågeställning, ämne och praktiknära forskning? Mellan åren 2001-2014 producerades 101 avhandlingar i två nationella och en lokal forskarskola (Rönnerman & Langelotz, 2015). I studien granskades samtliga avhandlingar utifrån de frågor lärare ställer relaterat till sin profession och praktik. I resultatet framkom tre kategorier; Pedagogisk praktik, Utbildningspraktik och Övrig praktik. I detta paper kommer de avhandlingar som skrivits i ämnet pedagogiskt arbete att studeras på nytt i syfte att a) undersöka vilka kategorier dessa avhandlingar representerar och b) analysera avhandlingarna i relation till begreppet praktiknära forskning och ämnet pedagogiskt arbete. Analysen utgår från att lärares frågeställningar är generade ur en professionell praktik som är konstituerad i en specifik tid, ekonomi, kultur och socio-politisk kontext (jfr Kemmis, 2010; Langelotz & Rönnerman, 2014; Nicolini, 2013). En praktik ses här som socialt konstruerad och utgörs av deltagarnas tal (sayings), aktiviteter/göranden (doings) och relationer (relatings). Vidare förstås externa villkor såsom kulturellt- diskursiva, materiellt-ekonomiska och socialt-politiska arrangemang påverka en specifik praktik, samtidigt som praktiken också påverkar dessa arrangemang i ett ömsesidigt beroende (Kemmis, Wilkinson,Edwards Groves,Hardy, Grootenboer & Bristol 2014). Resultaten belyser inriktningen på dessa avhandlingars frågeställningar och hur de kan relateras till begreppet praktiknära forskning samt ger en förståelse till varför ämnet pedagogiskt arbete inrättades i en viss tid.
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| 44. |
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| 45. |
- Langelotz, Lill, 1968, et al.
(författare)
-
Praktikteorier i allmänhet och teorin om praktikarkitekturer i synnerhet
- 2019
-
Ingår i: Att utveckla utbildningspraktiker. Analys, förståelse och förändring genom teorin om praktikarkitekturer. I. Henning Loeb, L. Langelotz & K. Rönnerman (red.). - Lund : Studentlitteratur. - 9789144132129 ; , s. 27-43
-
Bokkapitel (övrigt vetenskapligt/konstnärligt)abstract
- Vad är det som händer här (i det här klassrummet/lärarrummet/på personalmötet)? Hur kommer det sig? Det är de kanske två viktigaste frågorna att söka svar på om man - liksom vi - är intresserad av att studera, analysera och förstå olika (utbildnings-)praktiker. Det finns flera olika praktikteoretiska utgångspunkter men i det här kapitlet presenterar vi framförallt teorin om praktikarkitekturer för att ge en teoretisk grund för de kommande kapitlen i boken. Med utgångspunkt bland annat i våra egna studier visar vi hur teorin också kan kombineras med andra teoretiska resonemang för att på så vis få en djupare och mer nyanserad förståelse för de praktiker som studeras
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| 46. |
- Langelotz, Lill, 1968, et al.
(författare)
-
Praktinära forskning och avhandlingar i Pedagogiskt arbete
- 2016
-
Ingår i: KAPET Karlstads universitets Pedagogiska Tidskrift. - Karlstad : Institutionen för pedagogiska situationer. ; 12:1, s. 134-151
-
Konferensbidrag (refereegranskat)abstract
- I den här artikeln problematiseras och diskuteras begreppet praktiknära forskning i relation till avhandlingsarbeten som producerats inom forskarutbildningsämnet Pedagogiskt arbete. Artikeln bygger på en studie där det som kan förstås som ämnets ’produkter’, avhandlingsarbetena, analyserats. Syftet med studien är att belysa de frågor lärare, som går en forskarutbildning i ämnet Pedagogisk arbete, ställer relaterat till sin profession och praktik. Vidare diskuteras hur dessa avhandlingsarbeten kan bidra till ’görandet’ av ämnet Pedagogiskt arbete och hur de kan nyansera begreppet praktiknära forskning.
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| 47. |
- Langelotz, Lill, 1968, et al.
(författare)
-
Rapid Digitalisation of Higher Education: leadership of teaching and learning in times of crices.
- 2022
-
Ingår i: AARE 2022 Conference.
-
Konferensbidrag (övrigt vetenskapligt/konstnärligt)abstract
- Since 2020, the academic community in higher education has been rapidly shifted into online environments due to the pandemic COVID-19. In Sweden, this has had several impacts on health care and teacher education, programs that traditionally (mainly) were delivered face-to fade before the pandemic. The overall aim of the project is to investigate how educational leadership practices are being reshaped/are reshaping teaching and learning practices. in Swedish HE and with what academic and social consequences at a time of crisis and rapid digital transformation. the research design is framed by practice theory, which treats practices as the primary subject of analysis the study of human relations. An early phase of the project involved interviews with academic leaders and teaching staff in one Swedish University at the beginning of the pandemic, and a review of literature related to leading teaching and learning in higher education. This will be followed up with interactive shadowing of leaders in their daily interactions with university teachers, students, and other stakeholders in three Swedish Universities. The study will document leadership practices as they happen and particularly how they affect ana are affected by teaching practices and what students experience, do and learn. Student and educator focus-group interviews will also be conducted to capture teacher and student perspectives. Analysis will be informed by the theory of practice architectures. Analysis of findings from the initial phase has highlighted three main themes which have important implications for leadership practices related to teaching and learning in the fields of teacher education and health care education., but also possibly other professional fields. They concern the ways in which the shift to online education has affected possibilities for, and highlighted the importance of, spontaneity, authentic relationships, and embodied interactions. Meanwhile, the findings of the literature review have highlighted how much is assumed, but how little is actually known about, the relationship between what leaders do in their everyday work an student experiences. These findings point to the importance of future studies that empirically explore, at an everyday practice level, the complexities and challenges for leadership of working in online environments, and whether and how what leaders do and do not do concretely affects student learning and the student experience.
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| 48. |
- Langelotz, Lill, 1968
(författare)
-
Representationer och relationer
- 2021
-
Ingår i: Didaktisk dialog i högre utbildning. - Lund : Studentlitteratur. - 9789144139029 ; , s. 174-177
-
Bokkapitel (övrigt vetenskapligt/konstnärligt)
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| 49. |
- Langelotz, Lill, et al.
(författare)
-
Research Circles : a way to manage educational changes?
- 2014
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Konferensbidrag (refereegranskat)abstract
- This paper scrutinizes 12 development managers’ (i.e. teachers and principals) and two researchers’ practice of continuing professional development in a research circle. A research circle is based on an epistemology whit roots in a Nordic tradition of folkbildning (folk enlightment). This tradition is built on a notion of pedagogy wherein the participants’ knowledge and experiences are valued and provide the point of departure for further knowledge production. The aim of the paper is to highlight tensions and issues in the practice of the research circle and to examine whether this practice develops a ‘communicative space’ where a sustainable democracy can increase, or not. We explore how the practice is constrained and enabled by using practice architectures as a theoretical frame. Foucault’s notion of power as productive is adopted as an analytical tool, to scrutinize the relatings among the participants. The methodological approach is action research. The project is running over one year (10 sessions/3 hours once a month) and started in February 2014. Hence, we do not have results at this particular moment. All the sessions will be audio recorded, individual interviews and parts of the participants’ and researchers’ diaries from the sessions will be used as sources of data. Following questions are of interest and will be followed up in the paper presentation: What kind of critical aspects can be found in the practice of research circles? What are the benefits of such collaboration for the practitioners and the researchers?
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- Langelotz, Lill, 1968-, et al.
(författare)
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Risk for professional learning when the academic community is forced online?
- 2021
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Ingår i: Studies in Continuing Education. - : Taylor & Francis. - 0158-037X .- 1470-126X.
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Tidskriftsartikel (refereegranskat)abstract
- Taking a practice perspective, this article explores how built spaces within the university can impact on, and enable, practices of everyday professional learning amongst university educators. The discussion draws on analysis, informed by the theory of practice architectures, of interviews with six academics at a Swedish university. Three main themes emerged in the analysis as significant for the enablement of educators’ professional learning practices within the physical university: spontaneity, authentic relationships, and embodied interactions. Because the interviews were conducted during the coronavirus pandemic, when most academics were required to work remotely, the analysis offers a comparison between affordances of certain built spaces for professional learning compared to online spaces. We consider what opportunities for professional learning might be missed if the academic community continues to be separated from campus.
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