| 1. |
- Alvunger, Daniel, 1976-, et al.
(författare)
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Research-based teacher education? Exploring the meaning potentials of Swedish teacher education
- 2018
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Ingår i: Teachers and Teaching. - : Routledge. - 1354-0602 .- 1470-1278. ; 24:4, s. 332-349
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Tidskriftsartikel (refereegranskat)abstract
- In this article, we explore the meaning potentials of teacher education in terms of the significance of a research-based approach and the different pedagogic identities that such an approach implies. The study’s aim is to examine the important factors for education to be considered research-based and to identify and analyse the research base of teacher education in Sweden. The results from the analysis of a large number of course documents and from a survey administered to teachers and students in four teacher education programmes indicate that the emerging potential meaning is that teacher education is generally a strongly framed professional education with a relatively weak and adapted research base. The analysis of the classification and framing of disciplinary content and pedagogy in the Swedish teacher education curriculum points at different pedagogic identities emerging from the different meaning potentials that are made available to the students. We argue that a thorough understanding of research-based teacher education needs to be grounded in both course content and its research base as well as other possible pedagogical aspects of research-based education; the education as a whole must be included in the concept of research-based education.
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| 2. |
- Björk, Lisa, 1981, et al.
(författare)
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Beginning teachers’ work satisfaction, self-efficacy and willingness to stay in the profession: a question of job demands-resources balance?
- 2019
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Ingår i: Teachers and Teaching: Theory and Practice. - : Informa UK Limited. - 1354-0602 .- 1470-1278. ; 25:8, s. 955-971
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Tidskriftsartikel (refereegranskat)abstract
- As many other countries around the world, Sweden is currently facing an urgent need for new teachers. Creating sound work environments that can retain beginning teachers in the profession—as well as attract new ones—is one way to address the problem. In order to accomplish this task, research must be able to reflect the complex nature of work environments. In the present study, a cluster analysis of four job demands and five job resources among 328 Swedish teachers in their first year of teaching, resulted in four typical work situations: the advantageous situation (n =103); the balanced situation (n =148); the threat situation (n =34); and the pressed situation (n =43). Clear differences were found in how teachers in these different clusters perceived their work satisfaction, self-efficacy and willingness to stay, with the teachers in the former two work situations scoring significantly higher than the latter two. The results indicate that teachers can have a very different experience of work at the start of their careers. These findings imply that work environment interventions and induction programmes to support new teachers and prevent them from leaving the profession must be well adapted to the context.
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| 3. |
- Colnerud, Gunnel
(författare)
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Moral stress in teaching practice
- 2015
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Ingår i: Teachers and Teaching. - : Taylor andamp; Francis (Routledge): SSH Titles. - 1354-0602 .- 1470-1278. ; 21:3, s. 346-360
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Tidskriftsartikel (refereegranskat)abstract
- The purpose of this article is to study whether moral stress is a phenomenon relevant to teaching practice and which may make a significant contribution to understanding why teachers repeatedly reported feeling burdened by work. Moral stress can be caused by acting in conflict with ones own conscience, e.g. when one knows the right thing to do but institutional constraints make it difficult to act in a way that is consistent with ones morals. The method used in this study is critical incident technique focusing ethical dilemmas in teaching. The findings add a phenomenon to previous research of moral stress in other professions; moral stress can be caused not only by external regulations, but also by internal moral imperatives in conflict with one another.
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| 4. |
- Erlandson, Peter, 1963, et al.
(författare)
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From trust to control – the Swedish first teacher reform
- 2018
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Ingår i: Teachers and Teaching: theory and practice. - : Informa UK Limited. - 1354-0602 .- 1470-1278. ; 24:1, s. 22-36
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Tidskriftsartikel (refereegranskat)abstract
- In this study, the implementation of the Swedish first teacher reform, where especially skilled teachers get an opportunity to advance in their careers, is examined. The scene is an upper secondary school, Baxter High, in the southwest of Sweden. In this particular school, a new system with first teachers replaces an old system of so-called head teachers. The teachers’ response to this is multilayered: at the same time as it reveals an unwillingness to change everyday work rhythms, it is also a response to cultural change, and to change in the discourse of political life in Baxter High. The implementation of the first teacher reform results not only in a change in administrative categories, but also in a change in ideology, intertwined with and embedded in the cultural and social life of the school. In this article, the authors connect the first teacher reform to the neoliberal transformation process that the Swedish educational system has undergone over the last three decades.
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| 5. |
- Fransson, Göran, 1968-, et al.
(författare)
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Highly committed teachers: what makes them tick? : A study of sustained commitment
- 2016
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Ingår i: Teachers and Teaching. - : Informa UK Limited. - 1354-0602 .- 1470-1278. ; 22:8, s. 896-912
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Tidskriftsartikel (refereegranskat)abstract
- This article focuses on teacher commitment, and particularly on teachers displaying sustained high levels of commitment throughout their teaching careers (over 15 years). Graduates from one Teacher Education programme responded to an open-ended questionnaire conducted on 10 occasions concerning their work as teachers, from graduation in 1993 to 2013. Out of the 72 who responded on all nine occasions, eight teachers stating high levels of commitment throughout their careers were selected for additional interviews. A framework containing four commitment factors was used as the point of departure. Content analyses of the interview and selected questionnaire data then resulted in a revised framework of five factors: personal, teaching, school context, system context and professional development. Accounts from eight teachers with sustained high commitment illustrate the framework. The article offers an extended framework for understanding and categorising the factors that contribute to teacher commitment.
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| 6. |
- Holmberg, Kristina, et al.
(författare)
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Perversity of enjoyment? Preschool music activities go neoliberal
- 2017
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Ingår i: Teachers and Teaching. - Abingdon, Oxon : Routledge. - 1354-0602 .- 1470-1278. ; 23:5, s. 583-595
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Tidskriftsartikel (refereegranskat)abstract
- There is a lack of empirical studies that examine the influence of neoliberal ideas in preschool music and teaching. Neoliberal ideas have primarily been studied in a broader educational perspective and related to preschool policy reforms. The aim of this paper is to study preschool teachers’ rhetoric concerning music contents and music activities related to neoliberal ideas. Data consist of group conversations with preschool teachers and of video observations of daily music activities, at one preschool in Sweden. Discursive psychology has been used as a micro-sociological methodological approach. The findings show that music in this preschool is characterized by popular music, and varied consequences for knowledge content and early childhood learning are highlighted and analyzed. Also, it is argued that neoliberal ideas, in varied ways, determine the establishment of music content. For many reasons, rhetoric concerning the choice of musical content is of great importance to the field of preschool education. For example, it is essential to music education research and to preschool teachers’ everyday work, as it can improve teaching and learning qualities and become a knowledge contribution in society at large. © 2016 informa UK Limited, trading as Taylor & Francis group
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| 7. |
- Håkansson, Jan, 1959-
(författare)
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Structured teaching and classroom management - the solution for the decline of Swedish school results? : Conclusions drawn from a comparative meta-synthesis of teaching and learning.
- 2015
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Ingår i: Teachers and Teaching. - : Informa UK Limited. - 1354-0602 .- 1470-1278. ; 21:5, s. 584-602
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Tidskriftsartikel (refereegranskat)abstract
- With a basis in conclusions from a comparative meta-synthesis of teaching and learning, the question of structured and teacher-led teaching in Swedish comprehensive schools is discussed and analysed. The aim is to illustrate the development of results and changes in teaching patterns in Swedish comprehensive schools in relation to new regulations in the curriculum concerning structured teaching. The result shows that in current research there is some support for structured teaching but, at the same time, a gradual and parallel development of the pupil’s personal discovery and learning is emphasised. Regardless of the grade of structure, the quality of interaction and communication in teaching seems to be conclusive. One superior teaching dimension consists of structure and interaction.
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| 8. |
- Jonasson, Charlotte, et al.
(författare)
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Teachers’ dilemmatic decision-making: reconciling coexisting policies of increased student retention and performance
- 2015
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Ingår i: Teachers and Teaching: theory and practice. - : Informa UK Limited. - 1354-0602 .- 1470-1278. ; 21:7, s. 831-842
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Tidskriftsartikel (refereegranskat)abstract
- In recent years, many countries within the Organisation for Economic Co-operation and Development have formulated educational policies aimed at providing better education to more students. However, this may be perceived as constituting dilemmatic spaces, where teachers must make efforts to reconcile coexisting political demands in their everyday work. The purpose of this article is to provide insight into how teachers handle coexisting educational policies of increased student retention and performance. Empirical findings from a one-year field study at a Danish vocational school explore how teachers’ decision-making as response to coexisting demands of increased student retention and performance involves the development of various pedagogical approaches to the students: an active caring approach, a passive wait until this class is over approach, an active vocational gate-keeping approach, and a passive wait and see whether they drop out approach. Based on the findings, it is argued that the various pedagogical approaches are developed through social negotiations with leaders, students, and other teachers. Moreover, these pedagogical approaches lead to the development of further negotiated, dilemmatic decisions to be made. Thus, a dynamic approach to teachers’ dilemmatic decision-making is proposed.
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| 9. |
- Kullberg, Angelika, 1969, et al.
(författare)
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Teaching one thing at a time or several things together? : Teachers changing their way of handling the object of learning by being engaged in a theory-based professional learning community in mathematics and science
- 2016
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Ingår i: Teachers and Teaching. - Abingdon : Routledge. - 1354-0602 .- 1470-1278. ; 22:6
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Tidskriftsartikel (refereegranskat)abstract
- Twelve lower secondary schoolteachers in mathematics and science were asked to teach a topic of their choice during a lesson that was video-recorded. We were able to analyse 10 of the cases and we found that all of them were similar in one respect: concepts and principles were introduced one at a time, each one followed by examples of the concept or principle in question, apparently to highlight its essential meaning. All the teachers participated in three modified lesson studies with three cycles in four different groups during three semesters. The modified lesson studies were built on a theoretical idea supported by a large number of recent studies. The theory states that new meanings (of concepts and principles, for instance) are learned through engaging with instances of contrasting concepts and principles. The core idea is that new meanings derive from differences, not from sameness. After the three modified lesson studies, the teachers were asked to once again teach the same topic as in the recorded lessons before the lesson studies. The new lessons were also recorded and the analysis showed that there was one thing in common in all cases: all of the 10 teachers dealt with the relevant concepts and principles in relation to each other (i.e. simultaneously) and not one at a time. By thus bringing out the differences between them, their meaning was made possible to grasp for the students. The study lends support to the conjecture that the modified lesson study is a powerful tool for enabling teachers to structure the content of their teaching in accordance with a principle that is more powerful in making learning possible, even if this contradicts their taken-for-granted practice.
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| 10. |
- Zimmerman Nilsson, Marie-Helene, 1967-
(författare)
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Inclusion functioning as exclusion : new students entering the Academy of Music in Sweden
- 2015
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Ingår i: Teachers and Teaching. - Abingdon, Oxon : Routledge. - 1354-0602 .- 1470-1278. ; 21:3, s. 277-288
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Tidskriftsartikel (refereegranskat)abstract
- This article presents findings from a pioneer study addressing the first co-action between students with intellectual disabilities and an Academy of Music in Sweden. The aim of the article is to study and discuss subject positions that are constructed in rhythmic lessons related to a gathering where students with intellectual disabilities interact with a group of Master of Education in Music students at an Academy of Music, and also to describe how constructions of identity are manifested in the interaction between the actors. With poststructuralist and social constructionist theories as theoretical framework, video observations were conducted to enable an overarching view of the pedagogic practice. The findings reveal that the gathering between the groups becomes an expression of inclusion functioning as exclusion, since the teacher’s position the students with intellectual disabilities in ways that obstruct equal interaction with the other student group. Finally, implications of the findings are discussed in addition to inclusion as an ideal model in educational settings.
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