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- Apelgren, Britt Marie, 1956, et al.
(författare)
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Academic leadership roles and work life experiences: Improving Quality by Attending to Professional Identity
- 2018
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Ingår i: XIVth Biennial Conference of the European Personal Construct Association (EPCA) Edinburgh, 5-8 July 2018.
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Konferensbidrag (övrigt vetenskapligt/konstnärligt)abstract
- This paper discusses academic leadership from a PCP- perspective. The proposed research is part of a planned project focusing on academic teacher-researcher-leader in Swedish higher education. Drawing on Kompf & Brown’s (2005) theories of teachers’ personal and professional ideas about the practice - superordinate constructs nexus, we aim to explore and gain a deeper understanding of their core identity (Denicolo, Long and Bradley-Cole 2016). This is related to being a good teacher-researcher-leader in the current politic-economic context of higher education: tensions between reforms based on managerial logic from the business world and the pedagogic processes informed by professional academic logic (Pettersen, 2015), have an impact on all aspects of the academic role.
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- Apelgren, Britt Marie, 1956
(författare)
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Exploring writing through teachers’ construing and narratives
- 2016
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Ingår i: The XIIIth European Personal Construct Association Conference, Galzignano Terme, Padua, Italy | July 7th-10th, 2016.
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Konferensbidrag (övrigt vetenskapligt/konstnärligt)abstract
- This paper draws on a research project which was undertaken in order to explore and interpret language teachers’ construing of assessment, in particular formative classroom assessment. The research connects the theory of personal construct psychology (PCP) with the theory of pedagogical content knowledge (PCK) and it highlights the personal nature of teachers’ pedagogical constructions and construing. Underlying assumptions are that teachers construe knowledge in cooperation with others and need to be able to map and understand their pupils’ learning and development. In addition, experiences and personal theories will affect attitudes and the way they anticipate new approaches in teaching and assessing. This implies that teacher pedagogical constructions develop through experience, are influenced by the interaction of different knowledge and beliefs, and comprise of both generalized event-based and story-based memories/narratives. Data consist of repertory grid interviews with 20 Swedish language teachers strategically drawn from a sample of 605 nationally representative teachers. The focus of this paper is on data from the teachers’ construing and narratives of in particular assessment of student writing.
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| 7. |
- Apelgren, Britt Marie, 1956
(författare)
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The intertextual relationship between source texts, prompts and student writing in L1 and L2
- 2018
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Ingår i: Exploring Language Education, ELE, Stockholm 18-20 juni.
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Konferensbidrag (övrigt vetenskapligt/konstnärligt)abstract
- The interrelation between source texts, prompts, and student writing is a research area both well researched and under-researched. Well researched in so far that it has long been a highlighted area in research connected to standardized assessment and tests (Weigle & Park, 2012). However, at the same time under-researched in classroom contexts with teacher assignments and tests (Miller et al, 2016). This paper concerns students’ understanding and use of prompts in integrated writing assignments. It presents result on how source texts and prompts, such as pictures, figures and statistics, affect upper secondary students’ understanding of instructions and their ability to write argumentative and expository texts in in Swedish (L1) and English (L2). The focus is on eight assignments and how they were comprehended and used by 40 students, part of a larger cohort of 240 students (in total 320 written essays). The study is part of a large-scale research project, Content and Language Integration in Swedish Schools (CLISS), funded by the Swedish Research Council (2011-2015). The main objective with the CLISS project is to compare the development of academic literacy in both Swedish and English.
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| 8. |
- Apelgren, Britt Marie, 1956, et al.
(författare)
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Theory-Use in Teacher Research
- 2015
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Ingår i: Transformative Teacher Research. Theory and Practice for the C21st. - Rotterdam : Sense Publishers. - 9789463002219 ; , s. 3-12
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Bokkapitel (refereegranskat)
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| 9. |
- Apelgren, Britt Marie, 1956
(författare)
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'Through the reading web’ – Academic reading in doctoral studies
- 2016
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Ingår i: Personal Construct Theory & Practice. - 1613-5091. ; 13, s. 66-77
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Tidskriftsartikel (refereegranskat)abstract
- Research into doctoral supervision in constructivist research has increased over the last decades, yet studies on academic reading and how doctoral students’ understand and make sense of their reading are fewer in the area. This paper explores the role of academic reading during one PhD student’s doctoral studies and it highlights the learning process and transformation from being a student reader to becoming a critical researcher reader. Using the specific interview technique within personal construct psychology, known as the river interview, in connection with document analysis of supervision notes and email conversations, it shows the processes during the PhD jour-ney when changes occur in the way the student understands, explores and reviews his/her reading of the literature. Three particular areas of development and change are found in relation to aca-demic reading: independence, iteration and foci. These changes suggest that reading processes challenge a person’s current constructs and stimulate new ways of construing the world.
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