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- Frascisco, Susanne, et al.
(författare)
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Action research as professional learning in and through practice
- 2024
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Ingår i: Professional Development in Education. - : Routledge. - 1941-5257 .- 1941-5265. ; 50:3, s. 501-518
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Tidskriftsartikel (refereegranskat)abstract
- It is widely accepted that professional learning is a crucial aspect of the ongoing professional practice of educators. But how should this professional learning take place, and what arrangements enable and constrain practices associated with educator learning? In this article, we explore two case studies of action research projects: one undertaken with Australian Vocational Education and Training (VET) teachers, and the other undertaken with Swedish principals. Using the theory of practice architectures and the Professional Learning Framework (see text), we consider what action research team members identified that they learnt through the action research projects, and what enabled and constrained that learning. The findings highlight five key themes that enabled and constrained educator professional learning and supported educators in making positive changes in their professional practice: power and solidarity, trust, recognition, agency and time. Further, reflection and collaboration were also highlighted as important factors in supporting educator professional learning. We conclude that action research can enable educator professional learning, can support the contextualised understanding of what works, how it works and for whom it works, and can enable educators to make positive changes in their professional practices
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Undervisning i förskolan. Förskollärare och forskare i dialog om didaktiska dilemman.
- 2024
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Samlingsverk (redaktörskap) (övrigt vetenskapligt/konstnärligt)abstract
- Undervisning som fenomen är inte något nytt i förskolan men det har oftast inte benämnts just undervisning. Sedan undervisningsbegreppet för förskolan infördes i skollagen år 2010 och i läroplanen 2018 har dock diskussionen om begreppet varit livlig bland både förskolans pedagoger och förskoleforskare. I denna bok definierar 13 förskollärare undervisningen i förskolan i form av didaktiska dilemman. I varje kapitel beskrivs ett undervisningsfall som sedan bearbetas i en dialog med forskare och andra förskollärare som kommenterar dilemmat ur sina perspektiv. Avslutningsvis reflekterar förskollärarna över dialogen och drar slutsatser som bidrar till ny didaktisk kunskap, sprungen ur och avsedd för förskolan. Undervisning i förskolan. Förskollärare och forskare i dialog om didaktiska dilemman vänder sig till förskollärare och annan personal i förskolan samt förskollärarstudenter som vill diskutera och utveckla sin kunskap och handlingskompetens när det kommer till undervisning i förskolan. Boken är även intressant som ett bidrag till utvecklingen av förskolans didaktiska kunskapsfält.
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| 5. |
- Andree, Maria, et al.
(författare)
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Knowledge Products from Close-To-Practice Research
- 2024
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Ingår i: Round table presentation at the NERA-conference, 6-8 March, Malmö University.
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Konferensbidrag (övrigt vetenskapligt/konstnärligt)abstract
- ‘Close-to-practice research’ has received increased attention across the Nordic countries. Following the British Education Research Association (BERA), the notion of ‘close-to-practice research’ is used to refer to educational research that is based on problems in practice, often involves researchers working in partnership with practitioners in schools and addresses issues of relevance to practitioners. This roundtable focuses on how close-to-practice research can contribute to the knowledge base of the teaching profession by bringing together perspectives from didactics, school improvement and educational policy. More specifically, the interest is directed toward what characterizes the knowledge produced through practice-based research that may have significance for teachers' professional knowledge base and practice. The roundtable conversation builds on a previous analysis of what kinds of knowledge products are generated in didactic close-to-practice research where teachers and researchers work together within the research environment Stockholm Teaching & Learning Studies. As a result of this analysis a typology of knowledge products was proposed including: (i) descriptions of knowing, (ii) teaching design, (iii) didactic examples and (iv) methodological tools. It has been proposed that additional knowledge products may be developed, such as artifacts to be used in teaching (e.g. lesson plans, visual representations). The roundtable will include the following points of discussion: 1) a brief presentation of the typology, 2) challenging and developing the typology of knowledge products proposed by previous research by investigating different cases of close-to-practice research from traditions of action research and practice-developing research within subject-didactics, and 3) discussing how the notion of knowledge products may contribute to advancing the conversation on cumulativity in the field of educational research in general, and in relation to syntheses of close-to-practice research in particular. The participants will be engaged in conversations on the desirability and feasibility of striving towards cumulativity.
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| 6. |
- Bergmark, Ulrika, et al.
(författare)
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Förändrat uppdrag i förskolan – fokus på undervisning
- 2024
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Ingår i: Undervisning i förskolan. Förskollärare och forskare i dialog om didaktiska dilemman. - Lund : Studentlitteratur. - 9789144162140
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Bokkapitel (övrigt vetenskapligt/konstnärligt)abstract
- Förskolan har fått ett förändrat uppdrag med fokus på undervisning. I detta kapitel presenterar vi en översikt över forskningen på området, den didaktiska forskningen i och för förskolans verksamhet. Att förändringen kräver professionell utveckling för förskollärare diskuteras också och särskilt utifrån aktionsforskningens perspektiv. Vi betonar vikten av att förskollärare med sina specifika yrkeskunskaper är med och utvecklar didaktisk kunskap om undervisning i förskolan.
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| 7. |
- Francisco, Susanne, et al.
(författare)
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Editorial: Professional Learning for Praxis Development
- 2024
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Ingår i: Professional Development in Education.
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Tidskriftsartikel (refereegranskat)abstract
- This Special Issue began taking shape in the editors’ minds during a presentation by the editors of Professional Development in Education at the 2019 European Conference for Educational Research (ECER). The presentation made the argument that too much of what was written about in relation to professional learning (PL) or professional development (PD) was related to ‘what happens’ in particular instances of PL/PD. They called for more work to be done on theorising PL/PD, and using theory to analyse and better understand PL/PD. We see this Special Issue as responding to that call. We live in critical times, change is an inherent component of education, and ongoing professional learning is crucial for educators. We need to continue to ask ‘professional learning for what?’. We argue that to transform education to support a socially just and sustainable society we need professional learning for praxis development. Such professional learning is multi-faceted and complex. Through identification of power and solidarity, trust, recognition, agency and time as important elements of professional learning for praxis development, this Special Issue goes some way toward developing a better understanding of this complexity. It provides some examples of approaches for addressing these elements across a range of contexts and career levels. Each of the articles – explicitly and/or implicitly – address the relational aspects of professional learning.
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| 8. |
- Lilja, Astrid, et al.
(författare)
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Att leda didaktiskt utvecklingsarbete
- 2024
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Ingår i: Undervisning i förskolan. Förskollärare och forskare i dialog om didaktiska dilemman. - Lund : Studentlitteratur. - 9789144162140
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Bokkapitel (övrigt vetenskapligt/konstnärligt)abstract
- Detta kapitel behandlar ett dubbelt dilemma som förskollärare med uppdrag som utvecklingsledare har att hantera. Förutom att utveckla den egna undervisningen för att stödja barnens lärande, så ska utvecklingsledaren också utmana sina kollegor i deras undervisningsutveckling. Kommentatorerna ger råd om vad och hur en utvecklingsledare kan göra för att skapa förutsättningar för ett gemensamt lärande kollegor emellan med målet att på bästa sätt stödja barns lärande. Utvecklad kollegial kompetens i didaktisk analys framträder som betydelsefullt.
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| 9. |
- Salo, Petri, et al.
(författare)
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Understanding professional learning in and for practice
- 2024
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Ingår i: Professional Development in Education. - 1941-5257 .- 1941-5265.
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Tidskriftsartikel (refereegranskat)abstract
- Based on an overview of the existing literature, this paper aims to provide a holistic and coherent conceptualisation and understanding of the complexity of educators’ professional learning. First, the way in which professional development, professional learning and everyday learning have been configured in contemporary research is combined with an initial practice theory perspective. Consequently, we conceptualise professional learning as learning in and for professional practice. Subsequently, the theory of practice architectures, a practice theory developed in educational settings, is presented. Based on the authors’ previous work, aspects of relatings, that is, the social space in which educators relate to each other in the mediums of power and solidarity, are highlighted. These include power, trust, recognition and agency. The paper ends by presenting a framework for understanding the complexity of learning in and for professional practice, consisting of two complementary perspectives: a site-based and time-bounded focus on professional action and an open-ended process of educators’ professional and human growth. Brought together these perspectives enable an understanding of the complexity of professional learning in terms of praxis development.
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| 10. |
- Styf, Maria, et al.
(författare)
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En rektors professionella yrkestrygghet
- 2024
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Ingår i: Rektorers yrkesidentitet och yrkestrygghet. - Lund : Studentlitteratur. - 9789144160252
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Bokkapitel (övrigt vetenskapligt/konstnärligt)abstract
- Kapitlet problematiserar och diskuterar hur begreppet yrkestrygghet kan förstås inom ramen för genomförandet av Rektorsprogrammet. Inledningsvis disluteras begreppet yrkestrygghet för att sedan utmynna i en diskussion om hur innehållet i utbildningen kan skapa möjligheter för att utveckla yrkestrygghet hos rektorerna.
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