| 1. |
- Arneback, Emma, 1974-
(författare)
-
Becoming an anti-racist teacher : countering racism in education
- 2022
-
Ingår i: Teachers and Teaching. - : Routledge. - 1354-0602 .- 1470-1278. ; 28:3, s. 357-368
-
Tidskriftsartikel (refereegranskat)abstract
- This article focuses on the who of anti-racism education by examining who the teachers are that are doing anti-racist work and what experiences influenced them to counter racism in their education practices. Taking a pragmatic approach, I use data on racism and anti-racism in schools from interviews with 27 upper secondary school teachers in Sweden to capture notions of becoming. To that end, I present five types of experiences: 1) personal experiences of racism, 2) personal experiences of other forms of oppression, 3) political socialisation, 4) encounters with anti-racism in education, and 5) experiences of racism in the professional teaching context. This plurality of experiences offers different paths to becoming an anti-racist teacher and emphasises the need to situate questions of anti-racist education in the day-to-day struggle of teachers' lives.
|
|
| 2. |
- Blennow, Katarina, et al.
(författare)
-
Parallel lines – tensions in teachers’ enactment of the vision of a newly established school in Sweden
- 2023
-
Ingår i: Teachers and Teaching - theory and practice. - : Taylor & Francis. - 1354-0602 .- 1470-1278. ; 29:7-8, s. 946-963
-
Tidskriftsartikel (refereegranskat)abstract
- This paper aims to share new knowledge about tensions in establishing a new school in a marketised educational landscape, with a special focus on teachers’ experiences of enacting a highly profiled vision. The paper is based on a single case study using observations, surveys, interviews and document studies. To cover the complex enactment process, we have created a multilayered enactment triangle to analyse the enactment process of the school and strategies the teachers use to realise the vision. To be able to hold on to the vision when the first generation of students arrive, the teachers in this study connect the vision to a more abstract ‘future school’. Meanwhile, in the daily practice in the ‘present school’, they perceive difficulties in working in line with the vision. The relations between teachers and vision and the relations between teachers and students, respectively, become parallel lines. It seems then, that for visionary work to function from the start in a newly established school, all the relations in the enactment triangle, i.e. between the vision and the teachers, the vision and the students, and the teachers and the students, need to be there.
|
|
| 3. |
- Godhe, Anna-Lena, et al.
(författare)
-
Interacting with a screen - the deprivation of the 'teacher body' during the COVID-19 Pandemic
- 2022
-
Ingår i: Teachers and Teaching. - : Routledge. - 1354-0602 .- 1470-1278.
-
Tidskriftsartikel (refereegranskat)abstract
- Due to the outbreak of the Covid-19 pandemic in 2020, teacher educators had to change the delivery mode of their teaching to online environments. In this article, we explore the changes and challenges to teacher educators' professional practices during emergency remote teaching. Since teacher educators act as both teachers, peers and role models to their students, their professional practices involve the teaching of how to be a professional body, i.e. a 'teacher body'. Central to professional practices are interactions consisting of both speech and bodily actions. In interviews, teacher educators express how their professional practices of teaching has been changed and challenged in relation to how they communicate with their students and how they can support them in their learning. Due to the restrictions in body language and gaze in emergency remote teaching, teacher educators do not recognise their professional body. Moreover, because of the destabilisation of their 'teacher body', the teacher educators find it difficult to sufficiently convey to their students what it is to be a teacher.
|
|
| 4. |
- Lindqvist, Henrik, 1978-, et al.
(författare)
-
Change advocacy as coping strategy : how beginning teachers cope with emotionally challenging situations
- 2021
-
Ingår i: Teachers and Teaching. - : Informa UK Limited. - 1354-0602 .- 1470-1278. ; 27:6, s. 474-487
-
Tidskriftsartikel (refereegranskat)abstract
- Beginning to teach after teacher education is commonly depicted as an emotionally challenging period. Beginning teachers deploy strategies to cope with the emotionally challenging transition from teacher education and starting a position as a teacher. One way of coping is trying change the origin of the challenges. The aim of the study was to investigate how teachers in their last year as student teachers and their first year as teachers make meaning of a change advocacy strategy to cope with challenging situations as teachers. A qualitative interview study was performed. Twenty-five participants were interviewed while studying in their last year of teacher education, and 20 were interviewed again after having worked as a teacher for a year. In between, 68 self-reports were collected. The material was analysed using constructivist grounded theory tools. The findings show that as student teachers the participants identified two prerequisites to be able to use the change advocacy strategy as beginning teachers: (1) establishing teacher ambiguity and (2) challenging the perceived negative mindset. When utilising a change advocacy strategy as beginning teachers, the participants tried to reform teaching practices and attain a position of competence.
|
|
| 5. |
- Rönnlund, Maria, 1962-, et al.
(författare)
-
Teaching in a non-traditional classroom: experiences from a teacher-initiated design project
- 2021
-
Ingår i: Teachers and Teaching. - : Taylor & Francis. - 1354-0602 .- 1470-1278. ; 27:7, s. 587-601
-
Tidskriftsartikel (refereegranskat)abstract
- This participatory design-based research study addresses the relational character of the physical learning environment and pedagogical practice in the context of a design project carried out at a Swedish upper secondary school. Three teachers initiated the project with the intent to introduce student centred pedagogy and increase active learning. In collaboration with the research team, they designed and furnished a classroom supportive for communication and intense interaction between students, and where students and teachers could work and construct knowledge together. Drawing on observations, video recordings and design conversations with the teachers, the analysis, which is inspired by Actor Network Theory, concentrates on the six month period when the teachers started to teach in the new classroom with focus on their experiences, asking what they experienced as advantageous and challenging. Considering the new learning environment as a network of socio-material relations consisting of a) physical and spatial agents, b) organisational structural agents, and c) teacher/teaching agents, we conclude that whereas some actors corresponded well and contributed to a well-coordinated classroom practice facilitating the project’s intentions, some actors contradicted each other and challenged the same intentions.
|
|
| 6. |
- Wahlström, Ninni, 1953-
(författare)
-
Curriculum policy, teaching, and knowledge orientations
- 2023
-
Ingår i: Teachers and Teaching. - : Taylor & Francis. - 1354-0602 .- 1470-1278. ; 29:3, s. 259-275
-
Tidskriftsartikel (refereegranskat)abstract
- The purpose of this study is to explore the implications ofa standards-based curriculum for what constitutes knowledge indifferent teaching contexts. The research question is as follows:How is the logic of uniformity within curriculum standards recontextualisedinto actual teaching in different school environments,here focusing on the concepts of the knowledge underpinning theteaching? Many national school systems have adapted to the currentaccountability movement. The accountability movement ischaracterised by seemingly simple and reasonable logic thatdefines objectives to specify what schooling should result in forlearners, evaluates the result and then uses the result to improvethe schooling process. In reality, however, the recontextualisationof the subject curriculum to teaching practice is a complex process.This article draws on interviews with two teachers focusing on eightrecently completed lessons. The analysis reveals two approaches tocurricula—integrated and performance—underpinned by two differentviews of knowledge: transactional realism and social realism.Although the key aim for teaching based on transactional realism is‘coordinating the students’ interest in’ the curriculum and teachingcontent, the key aim for teaching based on social
|
|
| 7. |
- Örtegren, Alex, et al.
(författare)
-
Pathways to professional digital competence to teach for digital citizenship : social science teacher education in flux
- 2024
-
Ingår i: Teachers and Teaching. - : Routledge. - 1354-0602 .- 1470-1278.
-
Tidskriftsartikel (refereegranskat)abstract
- Increasingly pervasive digital technologies in societies are placing complex demands on the development of young people’s digital citizenship and digital competence. Social science education and teacher education (TE) play important, but poorly understood, roles in this development. Through reflexive thematic analysis of semi-structured interviews, this paper explores 15 Swedish teacher educators’ (TEDs) views of teaching for digital citizenship, particularly social science TE’s role. We also consider organisational and personal conditions that may influence TEDs’ views of professional digital competence (PDC) for such teaching. Their views are examined through a postdigital lens, with a focus on democratic implications in evolving socio-technical environments. The results indicate that TEDs acknowledge the importance of social science TE in teaching for digital citizenship, but find maintaining responsiveness to societal changes challenging. Challenges are also posed by the multidisciplinary character of social science education, including how personal trajectories shape TEDs’ views of their dual-didactic task of teaching to teach for digital citizenship. This paper contributes knowledge of how TEDs, as ‘street-level bureaucrats’ in social science TE, navigate between written and performed education policy in teaching for digital citizenship, with specific attention to the dynamic character of PDC in social science education.
|
|
