| 1. |
- Kaderland, Annelie, et al.
(författare)
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Att utveckla förmågor genom att prestera sitt yttersta
- 2017. - 1:1
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Ingår i: Undersöka och utveckla undervisning. - Lund : Studentlitteratur AB. - 9789144114170 ; , s. 101-118
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Bokkapitel (övrigt vetenskapligt/konstnärligt)abstract
- Elevers förmåga att resonera ska genomsyra alla ämnen i grundskolan. Man kan se förmågan som en demokratisk aspekt i ett flerstämmigt klassrum och som oerhört väsentlig ur ett samhällsperspektiv. Vårt fall visar att elevers förmåga att resonera kan utvecklas på relativt kort tid när lärare samtidigt studerar sin egen praktik. I kapitlet diskuteras fallet ur perspektiv som: bedömning, kommunikation, ämnesdidaktik och skolutveckling.
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| 2. |
- Nagy, Caroline, 1971-
(författare)
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Fler bråk i matematikundervisningen : En aktionsforskningsstudie där lärare lär om progression
- 2017
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Licentiatavhandling (övrigt vetenskapligt/konstnärligt)abstract
- Few studies have a focus on progression in teaching and learning mathematics. An assumption for this study was that progression in teaching between school stages was important. The approach of the study was based on action research. Four teachers from preschool to 9th grade (age 1-16) were invited to a temporary team, a community of practice. The overall aim of the study was to develop knowledge about teaching fractions when teachers used students’ understandings as a point of departure for their action plans. A second aim was to illuminate what influences progression in their teaching.The team of teachers used the four phases of action research: plan, act, observe and reflect, during their learning processes. The teachers’ learning sessions were videotaped and transcribed and this provided the main data that formed the basis of the results. Wenger’s dimensions of social learning were used as an analytical tool: joint enterprise, mutual engagement and shared repertoire.Four themes that described teachers’ negotiation of qualities in mathematics instruction were identified: interpreting students’ understandings, basing instruction on students’ understandings, visualizing fractions and ensuring students’ understanding. When teachers, regardless of what stage was involved, reified similar instructions, it did not benefit students’ learning opportunities. In order to improve progression in teaching fractions, it was important that teachers succeeded in identifying students’ understandings and that the team negotiated different qualities in their community of practice. The shared repertoire (the pre-tests and the video recordings) formed the core of negotiating progression based on students’ understandings. The team showed a mutual engagement, with students’ learning as their joint enterprise. An implication of the study is that teachers from different educational stages can negotiate progression and improve it.
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| 3. |
- Bjørndal, Cato, et al.
(författare)
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Challenges of the supervision process in the teacher education practicum : A qualitative research review
- 2024
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Ingår i: Teaching and Teacher Education. - Oxford : Elsevier. - 0742-051X .- 1879-2480. ; 146, s. 1-24
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Forskningsöversikt (refereegranskat)abstract
- Extensive research has identified many quality-related challenges in the K-12-practicum. However, no previous literature reviews have synthesised the challenges of the various activities involved in the practicum supervision process (planning, teaching and observation, preparations for supervision, supervision sessions and post-supervision reflection). This review identifies interrelated challenges for the experiential supervision process, such as limited student activity, and qualitative challenges of observation, feedback, reflection and collaboration. The review highlights the lack of research on certain components and the need for a more holistic research focus regarding the interrelationship of activities involved in the supervision process, specifically in terms of quality. © 2024 The Authors.
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| 4. |
- Bjørndal, Cato, et al.
(författare)
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Exploring the use of technology designed to support the supervision process in teacher training placements
- 2023
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Ingår i: Nordvei: Nordisk tidsskrift i veiledningspedagogikk. - Bergen : University of Bergen. - 2535-3047. ; 8:1
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Tidskriftsartikel (refereegranskat)abstract
- The practicum supervision process in teacher education comprises various cyclic experiential learning activities (e.g. planning, observation and supervision conversation). Research has documented considerable challenges relating to this process, but also that digital technology can help.In the study, a software program designed for practicum supervision (MOSO) is tested in three Scandinavian teacher education programmes in which groups of student teachers are supervised by a mentor teacher. Throughout this process, the participants continuously alternate between individual reflection, and analogue/digital collaborative reflection. The aim of the study is to contribute knowledge about the experiences of using this technology, and data was collected through qualitative survey and focus groups.The software contributed to improving the quality of the practicum supervision process, for example by: safeguarding supervision on lesson planning; improving observations, feedback and recollection; and facilitating more reflective and collaborative student teachers. The study also identifies important challenges when using such technology.
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| 5. |
- Blossing, Ulf, 1960-, et al.
(författare)
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Principal Leadership and Student Participation in School Improvement
- 2015
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Konferensbidrag (refereegranskat)abstract
- The aim of this study is to describe and understand the negotiation process within a professional learning community (PLC) for school improvement between principals, students and teachers; and with a particular focus on the principals and students. Wenger’s (1998) social learning theory of community of practice is used as framework in the analysis.Research has found that successful schools could be described as professional learning communities, PLCs.APLC is characterised by a collaborative culture in which teachers participate in a continual process of creating new knowledge where there is a collective responsibility for supporting each other to improve (Stoll et al., 2006). The principal has an important role in the shaping of this community. Studies have found that there is a need for the principal to practise a leadership which focuses on the learning of the teachers in order to improve teaching (Robinson, 2011; Timperley, 2011). However, we conclude that the students are at the most centred in teachers’ work of planning instruction (Robinson, 2011), they are seldom centred as participators in the community discussing learning matters. They do not seem to be legitimate participators, but rather peripheral to the community, using the terms from Lave and Wenger (1991).We find this problematic from a democratic point of view and also from the point of the learning of the students. Dysthe (1993) found a clear relationship between high academic performance and student participation and engagement among secondary schools. She also found an apparent relationship between the teachers’ knowledge and experiences in creating learning activities that involved students in meaningful interaction both about the subject matter and about the students’ participation and learning.PLC research does not provide a strong theory base for how to understand the descriptions and processes in the community. When Stoll et al. (2006) describe a PLC the basis for the account is the most evident data visible in interviews and observations. But how should we understand those data and what is the logic in the relations between the different data? Wenger’s (1998) theory of social learning provides an interesting framework in this respect which we intend to use. Wenger’s hypothesis is that practice cannot be distinguished from community. More accurately he means that individuals appear as actors in a collective, which constitutes the practice.Actors in a specific situation, e.g. in school, shape a community around a practical problem, which they have to solve or manage in order to obtain meaning in the practice or work. Wenger introduces the notion of reification to display how actors’ solutions, or ways of managing, materialise into new concepts, reasoning, understandings, documents, models or tools. Learning, as we interpret it from Wenger, is the negotiation of meaning that takes place among participants experiencing a practical problem. The term “peripheral” describes the condition of the individual when being part of the community but not being legitimated to negotiate the meaning of the work (Lave & Wenger, 1991). In those terms, the students were part of the classroom work but only legitimated as being active participants when invited by the teachers. And concerning the principal the work of Robinson (2011) and Timperley (2011) suggest the principal to practise a leadership which take initiative and become a participator, together with the teachers, in the negotiation of how to improve teaching. MethodThe research context for the study was a compulsory school involved in a professional learning project planned for five years. The school had identified obvious needs to improve student learning and achievement. Teacher participation in the project was mandatory and decided by the local authority. Every teacher in school was supposed to take an active role in the work, in order to improve the schools’ results. The concept of professional learning was built on teachers’ engagement in collaborative learning and the central part of their actions was based on systematic inquiries in the classroom (cf. Wennergren, 2014). Primary data forming the basis for the analysis consisted of 1) field notes from informal communication during three years, 2) written accounts from two principals, 3) interviews of two principals. Secondary data consisted of observations of teachers. With our theoretical starting point in Wenger the analysis was focusing the negotiations that occurred between the principals, teachers and students. Those were the major parties in the daily school practice. From the basis of the theory of community of practice it became essential to investigate the content in the negotiations and who participated in the communication. It also was essential to assess in what degree the negotiations led to reification(s); that is a result the parties believe could improve the situation. Subsequently we have analyzed the data by identifying 1) negotiations, 2) content of the negotiations, 3) the participators in the negotiations, and 4) reifications. Those data were analyzed in relation to legitimization, that is; how active the principals, the teachers and the students could be in the negotiations and reifications of different content.Expected OutcomesWe expect that the analysis will result in a description and understanding of the principals’ leadership and students’ participation in the school improvement process. The improvement process will be ununderstood as the negotiation process between the principals, teachers and students. The theoretical basis of this can contribute with an understanding of what promotes or prevents the process. Identifying the experience of being a legitimate or peripheral participator is assumed being a critical issue in the process. Finally we will suggest successful parts in an improvement process as understood as negotiations using the theoretical terms from the social theory of Wenger (1998). ReferencesDysthe, O. (1993). Writing and talking to learn. A theory-based interpretative study in three classrooms in the USA and Norway (Diss: Rapport nr 1 APPUs skriftserie). Tromsø: School of Languages and Literature University of Tromsø. Lave, J., & Wenger, E. (1991). Situated Learning. Legitimate peripheral participation. Cambridge: Cambridge University Press. Robinson, V. (2011). Student-Centered Leadership. San Fransisco, CA: Jossey-Bass. Stoll, L., Bolam, R., McMahon, A., Wallace, M. & Thomas, S. (2006). Professional learning communities: A review of the literature. Journal of Educational Change 7, 221-258. Timperley, H. (2011). Realizing the power of professional learning. Maidenhead: Open University Press. Wenger, E. (1998). Communities of practice : learning, meaning, and identity. Cambridge: Cambridge University Press. Wennergren, A. (2014). The power of risk-taking. In: K. Rönnerman & P. Salo (Eds), Lost in Practice: Transforming Nordic Educational Action Research (pp. 133-151). Rotterdam: Sense Publisher.
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| 6. |
- Blossing, Ulf, et al.
(författare)
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Professional Learning Communities in an Extended Version
- 2014
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Ingår i: Educational Leadership in Transition - the Global Perspectives, conference at Uppsala university.
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Konferensbidrag (övrigt vetenskapligt/konstnärligt)abstract
- A professional learning community (PLC) has increasingly appeared as an ideal image for school leaders when shaping a successful school organisation. A PLC is characterised by teachers sharing and critically reviewing their practices in an on-going collaborative, inclusive and learning-orientated way. Students represent the majority of a school organisation although they are rarely considered as participants in the PLC. The aim of our study was to explore an extended version of a PLC with a focus on participation of teachers and students working together in the classroom. The social theory of Wenger was used as a framework of the study. We have also made an explicit connection between PLC and the classroom as a community of practice. According to Wenger learning occurs as a function of legitimate participation in the negotiation of the work. Data was based on interviews with eleven teachers at a compulsory school working within a school wide project of professional learning. Teachers selected for the interviews had earlier in the project showed a close collaboration with students during their improvement work in the classroom. Three themes constituting the legitimate participation in the negotiation were used as an analytical tool: shared repertoire, mutual engagement and joint enterprise. 1) A shared repertoire was in the interviews expressed in terms of how teachers introduced and developed different tools for learning. The use of temporary and permanent tools seemed to change customary teaching into positive learning experiences. 2) A mutual engagement was in the interviews expressed in terms of how to establish relations and an atmosphere as well as respect for learning among students. 3) A joint enterprise was in the interviews expressed in terms of how students’ associations and experiences were used to illuminate the content knowledge in planning for learning. Collaboration between teacher and students were initially dependent on the teacher inviting the students to participate. However, gradually transferring invitations into negotiations shaped a community of teachers together with students. Knowledge of what constitute a PLC is most relevant for school leaders when planning for improvement, especially how PLCs interact with and engage students in the learning process. To promote the building of a PLC our findings showed important qualities for school leaders to be considered in organising teachers´ work and learning.
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| 7. |
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Dialog, mod och tillit i skolans förbättringsarbete
- 2019. - 1
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Ingår i: Didaktisk utvecklingsdialog. - Lund : Studentlitteratur AB. - 9789144125749 ; , s. 211-228
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Bokkapitel (populärvet., debatt m.m.)abstract
- I dag sliter verksamhetschefer på olika gymnasieskolor för att leda rektorer med fokus på skolans kunskapsuppdrag, samtidigt som både budgeten och verksamheten påverkas när elever väljer andra skolor. I vårt fall genomfördes många förändringar för att skapa en attraktiv gymnasieskola och vinna tillbaka elever till kommunen. På Språkintroduktionen riktades förändringar bland annat mot: Lärmiljöer, hälsa, närvaro, genrepedagogik, digitala läromedel och språkpraktik. Den stora utmaningen var att uppnå effekter både på kort och lång sikt, vilket också skedde. Fallet diskuteras ur perspektiv som tid, dialog, kunskapsuppdrag, mod och tillit.
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| 8. |
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Drivkraft för kollegialt lärande : Observationer med MOSO och kritiska vänner. Fem undersökningar om att göra skillnad för elever
- 2020
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Rapport (populärvet., debatt m.m.)abstract
- Syftet med denna rapport är att redogöra för organisering av kollegialt lärande som baseras på elevers behov, observationer och samarbete med kollegor. Rapporten har två delar som var för sig fokuserar olika projekt. Den första delen beskriver ett projekt med tre lärare från gymnasieskolor i tre olika kommuner med en av oss som handledare. Den andra delen beskriver ett projekt med två lärare från samma grundskola och med den andra av oss som handledare. Den gemensamma nämnaren för båda delarna är att lärarna använder gemensamma redskap för sitt kollegial lärande, ibland på lite olika sätt. Först beskrivs de redskap som var gemensamma för lärarna, medan texterna om de olika projekten visar hur redskapen anpassades till respektive sammanhang.
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| 10. |
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