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- Bjursell, Cecilia, 1970-, et al.
(författare)
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Lifelong Learning Through Context Collapse : Higher education Teachers’ Narratives About Online education During The Pandemic
- 2022
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Ingår i: Proceedings of INTED2022 Conference 7th-8th March 2022. - : IATED. - 9788409377589 ; , s. 2632-2641
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Konferensbidrag (refereegranskat)abstract
- The COVID-19 pandemic has elicited a shift from campus classrooms to distance education in higher education worldwide, shaping not only students’ experiences, but also those of teachers, especially those who never have taught online. In addition, the pandemic created a meta-context that has positioned distance education as something different from previous efforts. This study aimed to investigate higher education teachers’ experiences during the transition from classroom to online teaching by using a collective auto-ethnography method based on 13 personal stories from Swedish faculty. For the abductive approach in the analysis, a framework that combines lifelong learning theory with the context collapse concept has been applied. The disjuncture that the pandemic has elicited created a situation in which teachers had to make sense of the fact that their previous experiences did not completely fit the new situation. Context collapse, a term used to describe encounters with many audiences in social media, has been introduced to highlight the clash between professional and private contexts in online educational platforms. Based on lifelong learning theories, we suggest that context collapse should be examined in terms of how it can help improve higher education, as it holds the potential to include the entire person – body and mind – in education.
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| 2. |
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Skolutveckling som gemensamt projekt: Att organisera för och genomdriva professionsdriven skolutveckling
- 2019
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Samlingsverk (redaktörskap) (övrigt vetenskapligt/konstnärligt)abstract
- Boken belyser olika aspekter av ett framgångsrikt skolutvecklingsprojekt på en lokal skola i Jönköpings kommun. Huvudtemat är en beskrivning av hur rektor tillsammans med mellanledare och övriga lärare på skolan gjort för att organisera och genomföra professionsdriven skolutveckling med undervisningen i fokus. I flera av bokens kapitel beskrivs planeringen och genomförandet av projektet och vilka framgångsfaktorer och hinder som upptäckts under processen. Dessutom presenteras studier som gjorts av lärare i verksamheten för verksamheten, följeforskning av mellanledarnas roll samt kollegiets erfarenheter av projektet. Därtill innehåller ett kapitel elevtexter som beskriver deras erfarenheter. Det är mångfalden av perspektiv och det faktum att innehållet är hämtat direkt från praktiken som gör denna bok unik. Projektet som redovisas i boken visar på en betydelsefull motvikt till dagen skoldebatt, som många gånger handlar om sviktande elevresultat, tidsbrist i läraryrket och tidsbrist för att kunna genomföra utvecklingsarbete i verksamheten. Resultatet visar att det går att genomföra framgångsrik skolutveckling med förändringar i såväl undervisningen som skolkulturen i sin helhet, vilket bland annat har lett till högre meritvärden hos elever.
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| 6. |
- Hirsh, Åsa, et al.
(författare)
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Enabling teacher-driven school-development and collaborative learning : An activity theory-based study of leadership as an overarching practice
- 2019
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Ingår i: Educational Management Administration & Leadership. - : Sage Publications. - 1741-1432 .- 1741-1440. ; 47:3, s. 400-420
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Tidskriftsartikel (refereegranskat)abstract
- The current study reported here is one within a research project aimed at the identification of enabling and constraining factors in a two-year school-development project at a large secondary school in Sweden, where all teaching staff were involved in improving the quality of instruction through collaborative analyses. In this project a development group, consisting of one principal and eight lead teachers/middle leaders, played a vital role. Based on activity theory and an understanding of leadership as practice involving individuals, organization and artefacts, this study sets out to deepen the knowledge of leadership practices in locally situated, teacher-driven, school-development work. Organizational changes occurring when the development group sought to achieve a model for systematic collaborative learning are analysed, with a specific focus on the role of middle leaders. Data were collected through observations and interviews during the project’s planning phase and through subsequent interviews and continuously written self-reflections during its operational phase. Several contradictions on various levels in the activity system are identified, and it is suggested that the school’s way of organizing teacher-driven school-development work – by transforming the rules, division of labor and mediating artifacts of the activity system – enabled collaborative learning and analyses of instruction that involved all teachers at the school.
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| 7. |
- Hirsh, Åsa, et al.
(författare)
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"Had there been a Monica in each subject, I would have liked going to school every day" : a study of students’ perceptions of what characterizes excellent teachers and their teaching actions
- 2021
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Ingår i: Education Inquiry. - : Taylor & Francis. - 2000-4508. ; 12:1, s. 35-53
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Tidskriftsartikel (refereegranskat)abstract
- The current study – guided by the overarching research question What aspects of successful teaching unfold in students’ descriptions of the teachers that they perceive as being really good teachers? – is situated within a larger research project aimed at extending knowledge about successful teaching and teachers. It builds on 20 focus-group interviews with 102 students aged 16–18 in ten Swedish municipalities. Based on inductive qualitative content analysis carried out on manifest data level, eight aspects unfold that – from a student perspective – characterise excellent teachers and teaching. These are subsequently problematised from an opportunity-to-learn (OTL) perspective, and in relation to various theoretical understandings of what successful teaching encompasses. It is concluded that such teaching that students perceive as leading to knowledge-development and well-being is characterised by aspects that can be understood – in various ways – as relational, i.e. as unfolding through participative communication in the interplay and interaction that constitute the space between teacher and students. Throughout students’ descriptions it is also obvious that the teachers they perceive as the best are scaffolders and shepherds who manage to balance between simultaneously scaffolding and challenging students cognitively while paying attention to affective dimensions in order to safeguard their social development, self-confidence and self-esteem.
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| 9. |
- Rapp, Stephan, et al.
(författare)
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The Director of Education and Research-Based Education : Exploring the Tensions between Policy and What Directors Actually Report
- 2017
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Ingår i: International Journal of Research and Education (IJRE). - : APRE. - 2398-3760. ; 2:4, s. 1-12
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Tidskriftsartikel (refereegranskat)abstract
- We examine how Swedish directors of education describe the conditions under which they lead research-based education. The empirical data was collected via questionnaires that were distributed via e-mail to all Swedish directors of education in charge of primary and secondary schools. Our results are based on a ‘frame factor’ theoretical perspective.Directors of education judge themselves as being well-prepared for the task of ensuring that research-based education is provided to the students. They envision their role as one where they read research reports, but they do not disseminate this scientific knowledge throughout schools. The directors assess teachers as having the least responsibility for ensuring that research-based education in primary- and secondary schools is provided to the students. From a cultural frame perspective, the results of the study reveal that school director considerably overestimate their ability to manage a scientific based education.
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| 10. |
- Segolsson, Mikael, 1968-
(författare)
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Bildning i en uppkopplad skola
- 2013
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Ingår i: Den trådlösa pedagogiken. - Lund : Studentlitteratur. - 9789144088761 ; , s. 179-196
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Bokkapitel (refereegranskat)
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